Bivariate Data Analysis

Team Project, Part Five

Sociology 220 Assignment

Point Value: 40 (See syllabus for policy on late work.)

This is the fifth in a series of five assignments in which you use the Aggies & Alcohol full data file including
approximately 2,400 cases and dating back to 1999. See below for listing of team project assignments.

1. Project Plan 4. Univariate Data Analysis

2. Theory and Hypotheses 5. Bivariate Data Analysis
3. Literature Review

Assignment Goals: The goals of this assignment include: 1) develop your understanding of which techniques
can be used when analyzing relationships between variables having various levels of measurement, 2) deepen
your skill in interpreting tables displaying data for relationships between two variables, 3) strengthen your ability
to select and interpret both descriptive and inferential statistics to summarize bivariate relationships and draw
conclusions about populations based on sample data, 4) familiarize you with hypothesis-testing procedures, and
5) broaden your familiarity with SPSS.

Directions

First, if you have already received feedback on Assignment Four, correct any errors in your modified Aggies &
Alcohol Team Project SPSS data file that were identified in your Part Four assignment.

Second, generate and print (double-sided; 0.4 inch margins) SPSS crosstabs tables (Analyze; Descriptive
Statistics; Crosstabs) to display data for each of your first two hypotheses, entering your independent variable in
the Column box and your dependent in the Row box. Under Statistics, select Chi square and Lambda for your
first hypothesis, and Chi square and Gamma for your second hypothesis. For both crosstabs analyses, click
Cells, and then select Column under Percentages. Important: The first two hypotheses are to be tested
separately. Do not enter more than two variables (one independent and one dependent) in each crosstabs
analysis. Click the Reset button to clear all the fields before beginning your second crosstabs analysis.

Third, use SPSS to generate and print (see print formatting above) a comparison of means table (Analyze;
Compare Means; Means) to test your third hypothesis. Enter your independent variable in the Independent List
and dependent variable in the Dependent List. Under Options, select ANOVA table and eta.

Fourth, use SPSS to generate and print (see print formatting above) a correlations table (Analyze; Correlate;
Bivariate) to test your fourth hypothesis. Enter your independent variable and dependent variable into the
Variables box in any order. Verify that Pearson, Two-tailed and Flag Significant Correlations are selected.

Fifth, by typing answers into the table below, indicate the independent and dependent variables for each of your
four hypotheses, as well as the complete hypotheses (from Part Two, incorporating revisions). Then, following
instructions included here and covered in class, provide complete interpretations of your crosstabs and
comparison of means tables. Also list and fully interpret the specified descriptive and inferential statistics to

Rev. June., 2018 continued Judith A. Linneman

 Aggies & Alcohol: Bivariate Data Analysis
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summarize relationships (or lack thereof) that might appear in the tables, and determine whether each
hypothesis is supported by the data.

Finally, complete and print the table below. Then staple all your printouts to the back of pages 4–6+ of this
document. If possible, place printouts relating to hypothesis one first, followed by those relating to hypothesis
two, and so on. Do not alter formatting in the table that follows. Submit your printouts and only those pages of
this document that contain your responses. Keep a complete copy of your submitted work for your records.

Important: Use the following guidelines and material covered in class and in other assignments as you complete
this assignment.
1. Hypothesis is singular and hypotheses is plural.
2. Verify that all variables you are using have correct SPSS value (attribute) labels (if applicable) variable
names, and that all stray codes have been designated as missing.
3. Except when specifically asked to provide the computer variable name (such as orgs, leg or relig), refer
to variables and describe results using more descriptive names, such as “number of student organization
memberships,” “number of Aggies in the family,” or “number of religious services attended per month.”
4. Be precise. Use units. Link the numbers in the printout to their specific meanings. For instance, if
examining group means in your comparison of means, provide a unit. If Freshmen have a mean of 3.7,
are you referring to points, family members, organizational memberships or religious services? State that
the mean number of organizational memberships for freshmen was 3.7 memberships. Note: for the
variables trad and index, the unit is points.)
5. As you present data from a crosstabs or comparison of means table, or when interpreting the sign of the
Pearson Correlation Coefficient ( r ), you must indicate whether the initial trend appearing in the data is
the one you predicted or the opposite. For example, “As expected…,” or “Contrary to what was
expected…”
6. Avoid second person (you/your) style. Omit the words “you” and “your” from your answers.
7. Use complete sentences, proper grammar and punctuation, and write concisely. You do not need to
reach the word limits, nor should you exceed them.
8. You should not appear pleased if your hypotheses are supported, or disappointed if they are not. Your
personal views should not be discernable from what you write. Be objective.
9. Interpret each statistic fully.
10. Provide each interpretation of statistics that was discussed in class.
11. When interpreting crosstabs tables, keep the following in mind.
a. Compare across, using percentages, but also indicate your understanding of at least one count, then
summarize.
b. Interpreting every row might lead to information overload. For some variables, you might need to
interpret three rows, but for your assigned variable, you can probably interpret only the support and
oppose rows, and then summarize. Interpret the support row first.
c. Be concise, Wordy: “55.1% of those who said they were from Earth said they voted for the
proposition. 45.8% of those who said they were from Mars said they voted for the proposition. 85.4%
of those who said they were from Venus said they voted for the proposition.” Concise: “55.1% of
Earthlings voted for the proposition, compared to 45.8% of Martians and 85.4% of Venutians.”
12. When interpreting comparison of means tables, keep the following in mind.
a. List, interpret and compare each of your group means.
b. The means are not percentages.

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c. Round group means to one decimal place (e.g., 8.1).

d. If a group mean is based on fewer than 10, cases (N<10), advise your reader that this mean should
be interpreted cautiously.
e. Do not list or interpret any standard deviations.
f. Identify and discuss any trends appearing among the means.
13. When interpreting descriptive statistics (lambda, gamma, eta eta squared, r, R squared), keep the
following in mind.
a. Round to two decimal places (such as .67) except when a statistic begins with two or more zeros to
the right of the decimal point, in which case round until you reach one non zero number. For example,
.0034 rounds to .003, and .00068 rounds to .0007. (Note: .897 rounds to .90, not .9.)
b. Provide every interpretation discussed in class.
14. Regarding the inferential statistics chi square and F:
a. Round to one place to the right of the decimal point.
b. While you need to round and list these statistics where applicable, you do not need to interpret them.
15. When interpreting p value/statistical significance (see also statistical significance handout):
a. List p value, rounded to two decimal places (see 12a above).
b. Interpret the meaning of the p value.
c. State whether you reject or fail to reject the null hypothesis.
d. State whether your hypothesis is supported by the data. Note: A hypothesis might be supported even
if the relationship in the data is weak, but not if there is NO relationship.
16. Answers relying on textbook definitions, information from Google, Wikipedia, or other online sources are
usually apparent, and suggest poor grasp of information and/or poor attendance. There is no substitute
for attending class and taking detailed notes.

Your grade will be based primarily on the extent to which you:

1. Generate and submit correct and complete SPSS printouts to test your four hypotheses,
2. Accurately transfer the statistics and other findings from your printouts into the following table,
3. Correctly, completely and effectively interpret the data tables, descriptive and inferential statistics, and
p values,
4. Provide all information required,
5. Demonstrate the ability to identify trends and useful or important information, rather than focusing on
trivial details, and
6. Follow all directions.

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Aggies & Alcohol Team Project

Part Five: Bivariate Analysis
Type responses into table below, Staple, print and submit this portion only, along with required printouts.

1 Group
Student Names (type): Tyler Rugh Austin Kirk Number:
10
HYPOTHESIS ONE
To the right, list your Hypothesis One Independent Variable: Dependent Variable:
2 variable names (e.g., onoff, adict). onoff Rbing

In the space below, include your completely operationalized Hypothesis One from Part
Two of the Aggies & Alcohol team project, incorporating any feedback received.
3 Texas A&M students who report to living “off campus” will be most likely to report to witnessing
Binge drinking “often”, followed by those who report to living on campus and witness binge
drinking “not often” or “never”, respectively.
Crosstab Table Interpretation
In the space below, and using complete sentences, provide a summary of the crosstab table data for
Hypothesis One. Word Limit: 175
4

Interpretation of Statistics
In the spaces below, list the value of each statistic from your printout, rounding as instructed above. Then, using
complete sentences, provide a full interpretation, which you will type into the blank row below the statistic.
5 Lambda: Provide full Lambda Interpretation below. Word Limit: 35
6
7 Chi Square: No interpretation of chi square is required.
8 p value: Provide full p value Interpretation below. Word Limit: 50
9

HYPOTHESIS TWO
To the right, list your Hypothesis Two Independent Variable: Dependent Variable:
10 variable names (e.g., onoff, Rpsas). gpr Rfaculty

In the space below, include your completely operationalized Hypothesis Two from Part
Two of the Aggies & Alcohol team project, incorporating any feedback received.
11 There will be a positive correlation between students’ GPA and students’ support for a policy that
allows faculty to report students with suspected alcohol problems to voluntary counseling.
Crosstab Table Interpretation
In the space below, and using complete sentences, provide a summary of the crosstab table data for Hypothesis
Two. Word Limit: 175
12

Interpretation of Statistics
In the spaces below, list the value of each statistic from your printout, rounding as instructed above. Then, using
complete sentences, provide a full interpretation, which you will type into the blank row below the statistic.
13 Gamma: Provide full Gamma Interpretation below. Word Limit: 45
14
15 Chi Square: No interpretation of chi square is required.

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16 p value: Provide full p value Interpretation below. Word Limit: 50

17

HYPOTHESIS THREE
To the right, list your Hypothesis Three Independent Variable: Dependent Variable:
18 variable names (e.g., onoff, relig). Ragfam trad

In the space below, include your completely operationalized Hypothesis Three from Part
Two of the Aggies & Alcohol team project, incorporating any feedback received.
19 Texas A&M students who report having a family member who attended Texas A&M will have
reported a higher average of involvement with aggie traditions than those who report not having a
family member who attended Texas A&M.
Comparison of Means Table Interpretation
In the space below, and using complete sentences, provide a summary of the means table data for Hypothesis
Three. Word Limit: 150
20

Interpretation of Statistics
In the spaces below, list the value of each statistic from your printout, rounding as instructed above. Then, using
complete sentences, provide a full interpretation, which you will type into the blank row below the statistic.
21 Eta: Provide full eta Interpretation below. Word Limit: 20
22
23 Eta Squared: Provide full eta squared Interpretation below. Word Limit: 25
24
25 F: No interpretation of F is required.
26 p value: Provide full p value Interpretation below. Word Limit: 50
27

HYPOTHESIS FOUR
To the right, list your Hypothesis Four Independent Variable: Dependent Variable:
28 variable names (e.g., leg, trad, relig). age trad

In the space below, include your completely operationalized Hypothesis Four from Part
Two of the Aggies & Alcohol team project, incorporating any feedback received.
29 There higher the age of Texas A&M students, the higher their reported involvement in Aggie
traditions will be.
Interpretation of Statistics
In the spaces below, list the value of each statistic from your printout, rounding as instructed above. Then, using
complete sentences, provide a full interpretation, which you will type into the blank row below the statistic.
30 Provide full r Interpretation below. Word Limit: 50
r:
31
32 R Squared: Provide full R Squared Interpretation below. Word Limit: 25
33
34 p value: Provide full p value Interpretation below. Word Limit: 50
35

An Aggie Does Not Lie, Cheat or Steal or Tolerate Those Who Do.

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Signing below certifies that on your honor as an Aggie, you have neither given nor received unauthorized aid on
this assignment, and that you completed at least your fair share of the work involved. If a partner’s signature is
absent, he/she will receive a grade of zero until both partners have a joint meeting in the office of your instructor or teaching
assistant and present a detailed account of each partner’s contribution to the work submitted. Any partner deemed to have
done less than a fair share must present compelling written evidence of circumstances that prevented completion of his/her
fair share. If such documentation is lacking, the student’s assignment grade will be penalized proportionally. Repeat
offenses will result in more severe penalties. Separate assignment submissions from two team partners will not be
accepted.

________________________ _______ _______________________ _______

Partner ONE Signature in BLUE or RED ink Date Partner TWO Signature in BLUE or RED ink Date

________________________ _______ _______________________ _______

PRINTED NAME, Partner ONE Section Number PRINTED NAME, Partner TWO Section Number