Correlation and Scatter Diagram

SUMAIRA YOUSUF
Registration Number: 2025-BBA/FMS/F07
E-mail ID: sam_9_20@hotmail.com
Assignment: TRANSFORMATION OF DATA INTO VIABLE INFORMATION
Course: STATISTICAL INTEFERENCE
Course Title: QNT-401
INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD
ACNOWLEDGEMENT
1
Firstly, I would like to thank whole-heartedly to ALLAH, THE ALMIGHTY.
Who gave me courage, knowledge and confidence to carry out & complete this
project. I am also thankful to our respected Sir, Mr. Khushnoor, who gave the
useful information and guidance to complete this project. I would also like to
thank my PARENTS who are there to motivate me and build my confidence
which helps me in walk of my life.
Scenario
2
Data has been gathered to find the impact of various educational factors on CGPA of Students.
We have taken a sample of 38 students, 19 males and 19 females, of fourth semester doing BBA
(HONS) in International Islamic University.
Relationship of dependent variable (CGPA) has been made with various Impendent variables
(Inter pct, Medium of Instruction, Institute, Quantitative Subjects (Principles of Accounting1,
Principles of Accounting2 and Cost Accounting) and Verbal Subjects (Functional English1,
Functional English 2 and Oral Communication)) using the software SPSS (Statistical Package
for Social Sciences).
First we used Scatter Matrix, Correlations Matrix and then Mean mutually for all students
Secondly, we split the results according to gender, and separately observed Scatter Matrix,
Correlation Matrix and Mean.
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CONTENTS
A Brief Introduction to SPSS..........................................................................................................5
VARIABLE VIEW....................................................................................................................11
Variable Name.......................................................................................................................12
Variable Types......................................................................................................................13
Variable Width and Decimal places.............................................................................................13
Variable Labels......................................................................................................................14
Value Labels.........................................................................................................................15
Data Display.........................................................................................................................17
Measurement Scale of Variables.................................................................................................18
DATA VIEW...........................................................................................................................20
Computing Variables..................................................................................................................22
Modifying Variables...................................................................................................................24
Again Recoding values into a new variable.......................................................................................28
Creating charts - drawing a scatter plot............................................................................................31
SCATTER MATRIX..................................................................................................................34
RESULTS and INTERPRETATIONS..........................................................................................37
CORRELATIONS.....................................................................................................................39
Mean and Standard Deviation........................................................................................................44
Measurements According to Gender................................................................................................46
SCATTER MATRIX for Males.....................................................................................................48
SCATTER MATRIX for Females..................................................................................................50
CORRELATION According to Gender............................................................................................52
RESULTS and INTERPRETATIONS for Males.............................................................................54
RESULTS and INTERPRETATIONS for Females..........................................................................57
MEAN AND Standard Deviation According to Gender........................................................................59
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RESULTS and INTERPRETATIONS for Females..........................................................................60
A Brief Introduction to SPSS
SPSS provides facilities for analyzing and displaying information using a variety of techniques.
This document uses version 15 of SPSS for Windows.
It looks a lot like Microsoft excel as they are both spread sheets. However there are at least two features
of SPSS which distinguish from excel which makes it particularly useful for employment in social
sciences.
Prerequisites
Basic familiarity with Windows and at least an elementary knowledge of simple statistics (statistical theory is not
explained).
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IMPACT OF VARIOUS EDUCATIONAL FACTORS ON CGPA of Students

DATA VIEW VARIABLE VIEW
Questionnaire
ABSTRAT
We are conducting a survey on how do various educational factors effect the CGPA
of students.
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All questions contained in the questionnaire are highly confidential and will
be used only for research purposes.
Gender: Male  Female
1. What is your current CGPA?

2. What percentage you obtained in intermediate?
3. What was medium of Instruction in intermediate?
4. Was the institute Public or Private?
5. What grades did you obtain in Quantitative Subjects of first three semesters
of BBA (HONS): Principles of Account 1, Principles of Accounting 2, and Cost
Accounting?
6. What grades did you obtain in Verbal Subjects of first three semesters of
BBA (HONS): Functional English 1, Functional English 2, and Oral
Communication?
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This dataset has 38 observations and 11 variables. The data is in fixed column format;
each measurement forms a column and the values in each column make up a variable.
MOIM represents Medium of Instruction

A1 represents Principles of Account 1
A2 represents Principles of Accounting 2
A3 represents Cost Accounting
E1 represents Functional English 1
E2 represents Functional English 2
E3 represents Oral Communication
NOTE that blanks indicate missing values.

Each of the items recorded – Gender, CGPA and so on - are data values.
All the information about a single person makes up one observation.
Gend CGP Inte MOI Institu A1 A2 A3 E1 E2 E3

er A r- M te
pct
1 M 3.9 78 E Pvt A A A B+ B+ A
2 M 3.4 70 E Pub A B+ B+ B+ B+ B+
3 M 3.9 82 E Pub A A A A B+ A
4 M 3.3 70 U Pub B C C A B+ A
5 M 3.08 80 E Pub B B C+ C+ B B+
6 M 3.0 73 E Pvt C C+ C B B+ B+
7 M 2.70 56 E Pub C B C C+ C B+
1
8 M 3.54 81 E Pvt A A A B+ B+ A
9 M 3.87 85 E Pub A B+ B+ B+ B+ B+
10 M 2.23 68 E Pvt B+ C B+ B A B+
11 M 3.01 71 E Pub A B B+ C B B+
12 M 3.45 76 E Pvt C C B+ B+ B+ B+
13 M 3.41 80 U Pvt A C+ B+ B+ B+ A
14 M 3.5 83 E Pvt A C+ B+ B+ B+ B+
15 M 3.35 60 E Pub A B B+ B+ C+ A
16 M 3.50 70 E Pvt A B B B+ C+ A
17 M 2.96 75 E Pub C+ C C B+ C+ B
18 M 2.5 64 E Pub C C C+ B+ C B
19 M 3.83 78 E Pvt A C+ A A C+ A
20 F 3.4 75 E Pub A A C+ A A A
21 F 3.6 78 E Pub A B+ B+ A C B+
22 F 3.66 68 E Pvt A B+ A C
23 F 3.5 80 U Pvt A B+ B+ C+ C+ B+
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24 F 3.4 82 E Pub B+ B+ B+ B C+ B+
25 F 3.77 74 E Pub A B+ A A B+ A
26 F 3.25 70 E Pub B+ B+ B B C+ B+
27 F 3.69 76 E Pub A A A B+ C+ B+
28 F 3.36 79 E Pub B B B+ A B A
29 F 2.89 63 E Pub C+ C+ F A C+ B+
30 F 2.9 62 E Pub C B+ C B+ C B
31 F 2.83 70 E Pub C C C B+ C A
32 F 2.9 67 E Pub B C+ F B B+ B+
33 F 3.42 75 U Pub B+ C+ A B+ B B+
34 F 2.8 70 U Pub C+ C B+ B+ B B+
35 F 2.67 70 E Pub B C+ C B+ C+ B+
36 F 3.16 68 E Pub C B C+ C+ B+ A
37 F 3.04 73 U Pub C+ B+ C+ B B B+
38 F 2.6 75 E Pub C+ B F B B+ B+
Table
3
VARIABLE VIEW
Columns: (We have description of the variables)
Rows: No. of Variables
We will not enter data directly in the Data View; rather it is more preferable to first
give the name and other features of the variable going into the variable view.
1
Variable View has total 10 Columns:
Name, Type, Width, Decimals, Label, Values, Missing, Columns, Align and Measure.
Variable Name
The rules for names are:

➢ The name must begin with a letter. The remaining characters can be any letter, any digit, a
period, or the symbols @, #, _, or $;
➢ Variable names cannot end with a period;
➢ Variable names that end with an underscore should be avoided;
➢ The length of the name cannot exceed 64 bytes. Sixty-four bytes typically means 64 characters in
single-byte languages (eg, English, French, German) and 32 characters in double-byte languages
(eg, Japanese, Chinese, Korean);
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➢ Spaces and special characters (eg !, ?, ', and *) cannot be used;
➢ Each variable name must be unique; duplication is not allowed;
Point and click on the cell in row 1 and column 1. Type Gender in this cell. Use the down arrow to move
to row 2, column 1.
Type CGPA in this cell. Use the down arrow to move to row 3, column 1.
Continue with this process until all 12 variable names given in the Table 2
Variable Types
The Type column is showing Numeric for all rows. This means that numeric
(number) values will be expected in the dataset relating to these variables. This is correct for all the
variables.
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Variable Width and Decimal places
The next column is headed Width and deals with the maximum number of characters that will be
displayed for a particular variable in all output relating to this variable. It does not control the display in
the Data View window, which is determined by Columns - see later. For a numeric variable it needs to be
considered alongside the next column labeled Decimals. The value in this column indicates the number
of decimal places that will be displayed in all output relating to this variable. By default the Width value
is set to 8 and Decimals to 2.
For finer control of your output, you can alter values as necessary.
For the example dataset, it would be better to choose:
➢ Width 1, Decimals 0 for variables Gender, MOIM, Institute, A1, A2, A3, E1, E2, E3
➢ Width 2, Decimals 0 for variable inter pct.
➢ Width 3, Decimals 2 for variable GPA
Variable Labels
1
The next column is headed Label and is used to inform SPSS about the details associated with each
variable name. The maximum length of any label is 256 characters and there are no restrictions on what
may appear. Spaces are entered just as typed. If you want to specify where a new line appears in a label,
type \n within the text and SPSS will wrap the label at this point.
Moving to the first row, fifth column, click on the cell and type in the words: ‘Gender of the student’, the
width of the column will expand to allow for the number of characters in the label.
➢ Continue entering the labels for all the other variables as given in the earlier table.
➢ To correct any existing labels, double-click on the entry and edit as you would in a word
processor.
➢ Gender: Gender of the student

➢ CGPA: CGPA obtained by the respondents
➢ Inter pct: Inter percentage students
➢ MOIM: Medium Communication
➢ Institute: Institution respondents
➢ A1: Principles of Accounting 1
➢ A2: Principles of Accounting 2
➢ A3: Cost Accounting
➢ E1: Functional English 1
➢ E2: Functional English 2
➢ E3: Oral Communication
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Value Labels
The next task is to enter Value Labels for each variable if appropriate. These will appear in the Values
column. For Gender you can indicate that M is male and F is female.
Move to row 1 column 6 and click in the cell. A dropdown menu appears so you can provide Value Label
information
In the box by the word Value type M. In the box by the word Label type Male.
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Click on Add and watch the value and its label move to the bottom box.
In the box by the word Value now type F and the word Female in the Label box.
Click on Add.
Click OK
Click on row 4 column 6. Enter the value 0 and label E in the dropdown menu box and click Add. Enter
the Value 1 and Label U and click on Add. Click OK.
Click on row 5 column 6. Enter the value 1 and label Pub in the dropdown menu box and click Add.
Enter the Value 2 and Label Pvt and click on Add. Click OK.
Finally for the variables A1, A2, A3, E1, E2 and E3 you will need to provide six value labels for each.
Use the basic method to enter this information for the variable A1
➢ Value 1 has the label Fail

➢ Value 2 has the label C
➢ Value 3 has the label C+
1
➢ Value 4 has the label B
➢ Value 5 has the label B+
➢ Value 6 has the label A
Now, copy and paste for the other five variables A2, A3, E1, E2 and E3.
Data Display
The next two columns (Columns and Align) are concerned with the display of data in the Data View
window. For the purposes of this example dataset, the default values of a column 8 characters wide and
the values right aligned are fine. When you have entered your data as instructed below, return to the
Variable View window and change one or more of these values. Then flip to the Data View window and
see the effect your choice has made.
Measurement Scale of Variables
1
The final column is concerned with the measurement scale properties of your variable. In statistics
certain procedures are only appropriate for variables measured on specific scales of measurement. The
measure characteristics recognized by SPSS are as follows:
scale to represent a numeric variable that can take discrete or

continuous
values along a range
ordinal to represent values that, although numeric, only represent

an ordered
listing of such values
nominal to represent values that are simply names
You should be able to recognize that in the example dataset, there are:
➢ 3 nominal measures – Gender, MOIM and Institute

➢ 6 ordinal measures – A1, A2, A3, E1, E2, E3
➢ 2 scale measures - CGPA and Inter pct
Starting with Gender in row 1, column 10, click on the cell and choose the appropriate measure. (You
should not have to change this from the default).
We have now defined all the information that SPSS needs to know about the characteristics of your
specific dataset.
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We may return to the Variable View window at any time if further changes are needed.
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DATA VIEW
Columns: Questions, Item
Rows: Cases/Respondents
The Data View pane of the Data Editor window is used to enter the data.
Displayed initially is an empty spreadsheet with the variable names you have defined appearing as the
column headings.
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To enter the first respondent’s data, click the first cell of Gender. Type 0.
Press the <Tab> key or right arrow once and the heavy outline moves to the next column.
Type in 3.90 and press the <Tab> key.
Type in 78 and press the <Tab> key.
Type in 0 and press the <Tab> key.
Follow the same procedure along the first row until all eleven data values are entered.
Move back to row 2, column 1 and start to enter the values for interview 2. Press the <Tab> key twice to
skip over a column.
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Some people find it easier to enter data by column rather than by row. The method is similar except that
you use the down arrow key instead of the <Tab> key.
The <Home> and <End> keys take the cursor to the first or last column of a particular case. <Ctrl +
Home> will take you to row 1, column 1, and <Ctrl + End> to the last used cell.
Computing Variables
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To gather up all quantitative in one and verbal subjects in another variable:
You can create a new variable to hold the new recoded values and preserve the original values:
In the Data Editor window click Transform.

From the Transform menu click Compute.
A dialog box opens up. Enter Quant in Target Variable
Function group click All
Functions and transferable groups click Mean
Press
In Numeric expression, this would appear MEAN (?,?)
From source list enter A1, A2, A3 separating by commas.
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To gather all the verbal subjects, follow the same procedure by putting ‘Verbal’ in
Target Variable
Function group click All
Functions and transferable groups click Mean
Press
In Numeric expression, this would appear MEAN (?,?)
From source list enter E1, E2, E3 separating by commas.
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Two more columns would be added in Data View: QUANT and Verbal
At this point the DATA would give us an inappropriate result because of the
wrong assigning of values in A1, A2, A3, E1, E2 and E3
Modifying Variables
Transform Recode into different variables
From the Source View, send A1 to Numeric view

Enter A11 in Output Variable
Press Change
3
Press Old and new values and change the written values:
In Old Values enter 2 and in New Values enter 6 and press enter
In the same way substitute:
➢ 5 with 2
➢ 4 with 3
➢ 3 with 4
➢ 2 with 5
➢ 1 with 6
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Click Continue
Apply the same procedure to produce
➢ A22 from A2
➢ A33 from A3
➢ E11 from E1
➢ E22 from E2
➢ E33 from E3
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Again Recoding values into a new variable
Use A11, A22, and A33 to make a new variable: QUANT1
1
Use E11, E22 and E33 to make another variable: Verbal1
1
Two more columns would be added in Data View: QUANT1 and Verbal1
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Creating charts - drawing a scatter plot
A scatter plot graphs one variable against another, and often gives an idea of any associations in the
data.
Graph  Legacy Dialogues  Scatter plot  Matrix Scatter
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Enter CGPA, Inter pct, MOIM, Institute, QUANT1 and Verbal1 in Matrix Variables
Gender in Set Markers by
Press OK
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SCATTER MATRIX
Gender
CGPA
Male
Female
Intercept
MOIM
Instiute
QUANT1
Verbal1
CGPA Intercept MOIM Instiute QUANT1 Verbal1
➢ Double click on the GRAPH to open Chat Editor
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➢ In Chart Editor, click on the icon of fit line
1
➢ Click Close
1
Gender
M ale
CGPA
Fem ale
Fit line for Total
Intercept
MOIM
Instiute
QUANT1
Verbal1
CGPA Intercept M OIM Instiute QUANT1 Verbal1
RESULTS and INTERPRETATIONS
A2: Result (Conclusion)
There is a positive correlation between CGPA and Intercept.
Interpretation (Discussion)
When Inter pct increases, CGPA also increases.
1
There is a slightly negative relationship between CGPA and Urdu Medium of Instruction.
When the ratio of Urdu medium intermediate pass-outs increases, CGPA decreases.
There is a positive correlation between CGPA and Public Institutions.
When the ratio of Public Institution pass outs increases, CGPA increases.
There is a positive correlation between CGPA and Quantitative Results.
When marks obtained by students in quantitative subjects increase, CGPA also increases.
There is a positive correlation between CGPA and Verbal Results.
When marks obtained by students in verbal subjects increase, CGPA also increases.
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CORRELATIONS
The correlations procedure calculates the (Pearson parametric) correlation between variables and is used
to measure the strength of linear association between 2variables.
To obtain the Pearson correlation coefficients of CGPA, Inter pct, MOIM, Institute, QUANT and Verbal
Select Analyze  Correlate  Bivariate
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First enter the dependent variable: CGPA
Then Independent Variables: Inter pct, MOIM, Institute, QUANT1, Verbal1
Click OK
Correlations
CGPA Pearson Correlation 1 .593(**) -.010 .489(**) .791(**) .419(**)
Sig. (2-tailed) .000 .955 .002 .000 .009
N 38 38 38 38 38 38
Intercept Pearson Correlation .593(**) 1 .037 .422(**) .505(**) .334(*)
Sig. (2-tailed) .000 .825 .008 .001 .040
N 38 38 38 38 38 38
MOIM Pearson Correlation -.010 .037 1 -.030 -.086 .228
Sig. (2-tailed) .955 .825 .859 .609 .168
N 38 38 38 38 38 38
Instiute Pearson Correlation .489(**) .422(**) -.030 1 .309 .147
Sig. (2-tailed) .002 .008 .859 .059 .379
N 38 38 38 38 38 38
QUANT1 Pearson Correlation .791(**) .505(**) -.086 .309 1 .309
Sig. (2-tailed) .000 .001 .609 .059 .059
N 38 38 38 38 38 38
Verbal1 Pearson Correlation .419(**) .334(*) .228 .147 .309 1
Sig. (2-tailed) .009 .040 .168 .379 .059
1
N 38 38 38 38 38 38
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed)
VALIDITY COFFICIENTS

Result (Conclusion)
rci (38) = .593 ; p<.01
2
As ρ<α , we reject Ho, results are highly statistically significant i.e. at 1% level of significance. The
sample data supports the alternative hypothesis (HA). I.e. population correlation coefficient is
significantly different from zero. (The relationship between the variables in the sample also holds for
same variables in the population). To put it in other words we can generalize the sample results for the
whole population. In the current situation, the correlation between the CGPA and intermediate
percentage for students is .635 which holds for the sample as well for the whole population of students.
Result (Conclusion)
rcm (38) = -.010 ; p>.05
As ρ>α , o we do not reject Ho, the results are not statistically significant at 5% level of significance.
The sample data does not support the alternative hypothesis (HA). I.e. the population correlation
coefficient is not significantly different from zero. (The relationship between the variables in the sample
does not hold for same variables in the population). To put it in other words we cannot generalize the
sample results for the whole population. In the current situation, the correlation between the CGPA and
Institution for students is -0.10 which only holds for the sample and not for the whole population of
students.
Result (Conclusion)
rci (38) = .489; p<.01
2
Result (Conclusion)
rcq (38) = .791; p<.01
Result (Conclusion)
rcv (38) = .419; p<.01
2
Mean and Standard Deviation
Select Analyze  Correlate  Bivariate  Options  Means and Standard Deviations  Continue
Descriptive Statistics
Mean Std. Deviation N
CGPA 3.2439 .41850 38
Intercept 73.03 6.780 38
MOIM .11 .311 38
Institute 1.29 .460 38
1
QUANT1 4.1535 1.29817 38
Verbal1 4.6316 .68790 38
When mean of Intercept is 73.04, mean CGPA is 3.2439.
As mean intercept increases, CGPA increases.
When mean of MOIM is .11, mean CGPA is 3.2439.
As mean of Urdu MOIM increases, CGPA decreases.
When mean of Public is 1.29, mean CGPA is 3.2439.
When mean of Quantitative subjects is 4.15, mean CGPA is 3.2439.
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As mean of Quantitative subjects increases, CGPA increases.
When mean of Verbal subjects is 4.63, mean of CGPA is 3.2439.
As mean of verbal subjects’ increases, CGPA increases.
Measurements According to Gender

Data  Split File  Compare Groups
1
1
Select Gender from source list
Press
Click OK
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SCATTER MATRIX for Males
Graph  Legacy Dialogues  Scatter plot  Matrix Scatter
Gender: Male
Gender
CGPA
Male
Fit line for Total
Intercept
MOIM
Instiute
QUANT1
Verbal1
1
 A2: Result (Conclusion)
 Interpretation (Discussion)
When Inter pct of male students increases, CGPA also increases.

There is a slightly negative relationship between CGPA and Urdu Medium of Instruction.
When the ratio of Urdu medium intermediate pass-outs of males increases, CGPA decreases.

When the ratio of Public Institution pass outs of males increases, CGPA increases.

When marks obtained by male students in quantitative subjects increase, CGPA also increases.

When marks obtained by male students in verbal subjects increase, CGPA also increases.
1
SCATTER MATRIX for Females
Gender: Female
Gender
CGPA
Female
Fit line for Total
Intercept
MOIM
Instiute
QUANT1
Verbal1
1

When Inter pct of female students increases, CGPA also increases.

There is a negative relationship between CGPA and Urdu Medium of Instruction.
When the ratio of Urdu medium intermediate pass-outs of females increases, CGPA decreases.

When the ratio of Public Institution pass outs of females increases, CGPA increases.

When marks obtained by female students in quantitative subjects increase, CGPA also increases.

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When marks obtained by female students in verbal subjects increase, CGPA also increases.
CORRELATION According to Gender

Correlations
Gender CGPA Intercept MOIM Institute QUANT1 Verbal1
Male CGPA Pearson

1 .635(**) .052 .558(*) .675(**) .598(**)
Correlation
Sig. (2-tailed) .003 .833 .013 .002 .007
N 19 19 19 19 19 19
Intercept Pearson
.635(**) 1 .058 .557(*) .448 .505(*)
Correlation
Sig. (2-tailed) .003 .812 .013 .054 .027
N 19 19 19 19 19 19
MOIM Pearson
.052 .058 1 .018 -.154 .400
Correlation
Sig. (2-tailed) .833 .812 .941 .530 .089
N 19 19 19 19 19 19
Institute Pearson
.558(*) .557(*) .018 1 .282 .398
Correlation
Sig. (2-tailed) .013 .013 .941 .242 .091
N 19 19 19 19 19 19
1
QUANT1 Pearson
.675(**) .448 -.154 .282 1 .486(*)
Correlation
Sig. (2-tailed) .002 .054 .530 .242 .035
N 19 19 19 19 19 19
Verbal1 Pearson
.598(**) .505(*) .400 .398 .486(*) 1
Correlation
Sig. (2-tailed) .007 .027 .089 .091 .035
N 19 19 19 19 19 19
Female CGPA Pearson
1 .505(*) -.088 .363 .952(**) .184
Correlation
Sig. (2-tailed) .027 .719 .127 .000 .451
N 19 19 19 19 19 19
Intercept Pearson
.505(*) 1 .008 .104 .597(**) .085
Correlation
Sig. (2-tailed) .027 .973 .671 .007 .730
N 19 19 19 19 19 19
MOIM Pearson
-.088 .008 1 -.118 -.017 .062
Correlation
Sig. (2-tailed) .719 .973 .631 .946 .800
N 19 19 19 19 19 19
Institute Pearson
.363 .104 -.118 1 .368 -.360
Correlation
Sig. (2-tailed) .127 .671 .631 .121 .130
N 19 19 19 19 19 19
QUANT1 Pearson
.952(**) .597(**) -.017 .368 1 .118
Correlation
Sig. (2-tailed) .000 .007 .946 .121 .630
N 19 19 19 19 19 19
Verbal1 Pearson
.184 .085 .062 -.360 .118 1
Correlation
Sig. (2-tailed) .451 .730 .800 .130 .630
N 19 19 19 19 19 19
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
2
VALIDITY COFFICIENTS
RESULTS and INTERPRETATIONS for Males
Result (Conclusion)
rci (19) = .635 ; p<.01
1
percentage for male students is .635 which holds for the sample as well for the whole population of male
students.
Result (Conclusion)
rcm (19) = .052; p>.05
Institution for male students is 0.5 which only holds for the sample and not for the whole population of
male students.
Result (Conclusion)
rci (19) = .558 ; p<.05
3
As ρ<α , we reject Ho, results are statistically significant i.e. at 5% level of significance. The sample
data supports the alternative hypothesis (HA). I.e. population correlation coefficient is significantly
different from zero. (The relationship between the variables in the sample also holds for same variables
in the population). To put it in other words we can generalize the sample results for the whole population.
In the current situation, the correlation between the CGPA and intermediate percentage for male students
is .558 which holds for the sample as well for the whole population of male students.
Result (Conclusion)
rcq (19) = .675; p<.01
students.
Result (Conclusion)
rcv (19) = .598; p<.01
1
students.
2
RESULTS and INTERPRETATIONS for Females
Result (Conclusion)
rci (19) = .505 ; p<.05
In the current situation, the correlation between the CGPA and intermediate percentage for female
students is .505 which holds for the sample as well for the whole population of female students.
Result (Conclusion)
rcm (19) = -.088 ; p>0.5
Institution for female students is -.088 which only holds for the sample and not for the whole population
of female students.
1
Result (Conclusion)
rci (19) = .363 ; p>.05
Institution for female students is .363 which only holds for the sample and not for the whole population
of female students.
Result (Conclusion)
rcq (19) = .952; p<.01
In the current situation, the correlation between the CGPA and intermediate percentage for female
students is .952 which holds for the sample as well for the whole population of female students.
Result (Conclusion)
rcv (19) =.184; p>.05
1
Institution for female students is .184 which only holds for the sample and not for the whole population
of female students.
MEAN AND Standard Deviation According to

Gender
Descriptive Statistics
Gender Mean Std. Deviation N

Male CGPA 3.2858 .47080 19
Intercept 73.68 7.945 19
MOIM .11 .315 19
QUANT1 4.2456 1.32796 19
Verbal1 4.7193 .68730 19
Female CGPA 3.2021 .36698 19
Intercept 72.37 5.520 19
MOIM .11 .315 19
QUANT1 4.0614 1.29721 19
Verbal1 4.5439 .69576 19
RESULTS and INTERPRETATIONS for Males

When mean of Intercept is 73.68, mean CGPA is 3.2858
1

When mean of MOIM is .11, mean CGPA is 3.2858
As mean Urdu MOIM increases, CGPA decreases.

When mean of Institution is 1.47, mean of CGPA is 3.2858

When mean of Quantitative subjects is 4.24, mean CGPA is 3.2858
As mean of Quantitative subjects increases, CGPA increases

When mean of Verbal subjects is 4.63, mean of CGPA is 3.2858
As mean of verbal subjects’ increases, CGPA increases
RESULTS and INTERPRETATIONS for Females
1
When mean of Intercept is 72.47, mean CGPA is 3.202

When mean of MOIM is .11, mean of CGPA is 3.202
As mean of MOIM increases, CGPA decreases.
When mean of Public is 1.11, mean of CGPA is 3.202

When mean of Quantitative subjects is 4.06, mean of CGPA is 3.202
As mean of Quantitative subjects increases, CGPA increases

When mean of Verbal subjects is 4.54, mean of CGPA is 3.202
As mean of verbal subjects increase, CGPA increases
3
REMARKS
3
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SIGNATURES

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SUMAIRA YOUSUF

Registration Number: 2025-BBA/FMS/F07

E-mail ID: sam_9_20@hotmail.com

Assignment: TRANSFORMATION OF DATA INTO VIABLE INFORMATION

Course: STATISTICAL INTEFERENCE

Course Title: QNT-401

INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD

A Brief Introduction to SPSS

This document uses version 15 of SPSS for Windows.

IMPACT OF VARIOUS EDUCATIONAL FACTORS ON CGPA of Students

Gender: Male  Female

1. What is your current CGPA?

MOIM represents Medium of Instruction

NOTE that blanks indicate missing values.

Gend CGP Inte MOI Institu A1 A2 A3 E1 E2 E3

Columns: (We have description of the variables)

Rows: No. of Variables

The rules for names are:

For the example dataset, it would be better to choose:

➢ Gender: Gender of the student

➢ Value 1 has the label Fail

Measurement Scale of Variables

scale to represent a numeric variable that can take discrete or

values along a range

ordinal to represent values that, although numeric, only represent

listing of such values

nominal to represent values that are simply names

➢ 3 nominal measures – Gender, MOIM and Institute

Columns: Questions, Item

In the Data Editor window click Transform.

From the Source View, send A1 to Numeric view

In the same way substitute:

Apply the same procedure to produce

Use A11, A22, and A33 to make a new variable: QUANT1

Graph  Legacy Dialogues  Scatter plot  Matrix Scatter

CGPA Intercept MOIM Instiute QUANT1 Verbal1

➢ Double click on the GRAPH to open Chat Editor

CGPA Intercept M OIM Instiute QUANT1 Verbal1

RESULTS and INTERPRETATIONS

A2: Result (Conclusion)

There is a positive correlation between CGPA and Intercept.

When Inter pct increases, CGPA also increases.

A4: Result (Conclusion)

There is a positive correlation between CGPA and Public Institutions.

A5: Result (Conclusion)

There is a positive correlation between CGPA and Quantitative Results.

A6: Result (Conclusion)

There is a positive correlation between CGPA and Verbal Results.

Select Analyze  Correlate  Bivariate

RESULTS and INTERPRETATIONS

rci (38) = .593 ; p<.01

rcm (38) = -.010 ; p>.05

rci (38) = .489; p<.01

rcq (38) = .791; p<.01

rcv (38) = .419; p<.01

Mean Std. Deviation N

CGPA 3.2439 .41850 38

Intercept 73.03 6.780 38

MOIM .11 .311 38

Institute 1.29 .460 38

Verbal1 4.6316 .68790 38

RESULTS and INTERPRETATIONS

A2: Result (Conclusion)

When mean of Intercept is 73.04, mean CGPA is 3.2439.