Professional Documents
Culture Documents
Sherwyn Allibang
MBA MBA102- Statistics with Computer Application
PART I
Variable View
Data View
Statistics
Responden
Province t's mother's
Responden the Responden education -
t's respondent Responden Responden t's religious years of
Identificati s live in t's gender t's ethnicity Responden affiliation schooling
on number (PROVIN (GENDER (ETHNICI t's age (RELIGIO (MAEDUC
(ID) CE) ) TY) (AGE) N) )
N Valid 25 25 25 25 25 25 25
Missin 0 0 0 0 0 0 0
g
Output View
Respondent's Identification number (ID)
Cumulative
Frequency Percent Valid Percent Percent
Valid 1 1 4.0 4.0 4.0
2 1 4.0 4.0 8.0
3 1 4.0 4.0 12.0
4 1 4.0 4.0 16.0
5 1 4.0 4.0 20.0
6 1 4.0 4.0 24.0
7 1 4.0 4.0 28.0
8 1 4.0 4.0 32.0
9 1 4.0 4.0 36.0
10 1 4.0 4.0 40.0
11 1 4.0 4.0 44.0
12 1 4.0 4.0 48.0
13 1 4.0 4.0 52.0
14 1 4.0 4.0 56.0
15 1 4.0 4.0 60.0
16 1 4.0 4.0 64.0
17 1 4.0 4.0 68.0
18 1 4.0 4.0 72.0
19 1 4.0 4.0 76.0
20 1 4.0 4.0 80.0
21 1 4.0 4.0 84.0
22 1 4.0 4.0 88.0
23 1 4.0 4.0 92.0
24 1 4.0 4.0 96.0
25 1 4.0 4.0 100.0
Total 25 100.0 100.0
Province the respondents live in (PROVINCE)
Cumulative
Frequency Percent Valid Percent Percent
Valid La Union 12 48.0 48.0 48.0
Pangasinan 13 52.0 52.0 100.0
Total 25 100.0 100.0
Questions: Answers:
This figure above shows the Mean, Std. Deviation, Minimum and Maximum of the data from
the previous tables. This satisfies the answers that were filled in this table below:
AGE Group
Cumulative
Frequency Percent Valid Percent Percent
Valid Late Adolescent 4 16.0 16.0 16.0
Young Adult 12 48.0 48.0 64.0
Middle Adult 5 20.0 20.0 84.0
Late Adult 4 16.0 16.0 100.0
Total 25 100.0 100.0
This table above shows the data that will satisfy the following questions and tables below:
13) What age group category has the least number of participants/people?
14) What age group category has the most number of participants/people?
Statistics
Respondent's
mother's
education -
years of
Respondent's schooling
age (AGE) (MAEDUC)
N Valid 25 25
Missing 0 0
Mean 39.80 9.84
Median 34.00 10.00
Mode 20 1a
Maximum 86 20
a. Multiple modes exist. The smallest value is
shown
Variable View
Data View
Output View
Descriptive Statistics
Std.
Mean Deviation N
Knowledge Score (Out 29.60 11.071 20
of 50)
Calcium Intake 784.65 174.367 20
(mg/day)
Correlations
Knowledge Calcium
Score (Out of Intake
50) (mg/day)
Knowledge Score (Out Pearson Correlation 1 .885**
of 50) Sig. (2-tailed) .000
Sum of Squares and 2328.800 32468.200
Cross-products
Covariance 122.568 1708.853
N 20 20
Calcium Intake Pearson Correlation .885** 1
(mg/day) Sig. (2-tailed) .000
Sum of Squares and 32468.200 577672.550
Cross-products
Covariance 1708.853 30403.818
N 20 20
**. Correlation is significant at the 0.01 level (2-tailed).
The figure above shows the correlation between calcium intake and knowledge score to satisfy
the data or answers to the questions below:
1) What is the value of correlation coefficient (r)? it is equal to 0.885. This means that
as the knowledge about calcium increases, the calcium intake also increases.
2) Is there a relationship between calcium intake and knowledge about calcium in sports
science students? There is a strong relationship between the calcium intake and
knowledge about calcium in sports science students since the correlation coefficient is
almost 1.
3) Is the data collected statistically significant? It is very significant. There is a significant
relationship between the calcium intake and the knowledge about calcium in sports
science students since the Sig.(2 tailed) is less than 0.5.
4) Draw the scatter plot of the data to see any underlying trend in the relationship. Derive
In this scatter plot, it is quite noticeable that it has a directly proportional relationship.
Variable view
Data view
Output view
Descriptive Statistics
Mean Std. Deviation N
length (in years) 5.080 1.9118 25
feelings (1-very upset; 10- 5.04 2.622 25
very happy)
Correlations
feelings (1-very
upset; 10-very
length (in years) happy)
length (in years) Pearson Correlation 1 -.452*
Sig. (2-tailed) .023
Sum of Squares and Cross- 87.720 -54.380
products
Covariance 3.655 -2.266
N 25 25
feelings (1-very upset; 10- Pearson Correlation -.452* 1
very happy) Sig. (2-tailed) .023
Sum of Squares and Cross- -54.380 164.960
products
Covariance -2.266 6.873
N 25 25
*. Correlation is significant at the 0.05 level (2-tailed).
This figure shows the data that will satisfy the following questions below:
6) Create a scatter plot for this data. Put ‘length’ values along the x-axis and the ‘feelings’
values along the y-axis.
8) Is there a relationship between the lengths of their relationships and their feelings at the
end of the relationship? We can say that the relationship between the lengths of their
relationship and their feelings at the end of relationship is inversely proportional.
Meaning, as the length of their relationship increases, the feelings at the end of
relationship decreases.
9) Is the data statistically significant? The Sig. (2-Tailed) value is 0.023. This value is less
than 0.05. Because of this, we can conclude that there is a statistically significant
correlation between the lengths of their relationship and their feelings at the end of
relationship
10) Derive a brief conclusion on the result of the analysis.
We can conclude that we have a negative correlation between the two variables. Increases in
one variable (lengths of their relationship) are correlated with decreases in your other
variable ( their feelings at the end of their relationship..
PART III- Causal-Comparative