METROPOLITAN INTERNATIONAL UNIVERSITY

School of Postgraduate Studies & Research

Examinations Answer Sheet End of Semester Examinations 2021/22

CANDIDATE’S REGISTRATION NUMBER

Non-Retake

Retake

CAMPUS: KAMPALA

PROGRAM: MIT YEAR: ONE SEMESTER: ONE

COURSE OF EXAMINATION: COMPUTER RESEARCH METHODS USING SPSS

(As Shown on the question paper)

DATE OF EXAMINATION: September 19th July 1st August 2021

NB: No Answer Script shall be accepted after 1st August 2021 midnight

NOTE: LIST QUESTIONS ANSWERED (in their Numeric order)

Metropolitan International University Integrity Pact

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Submit your examination answers to the University through miuresearch30@gmail.com

Question 1.1
 Respondents by study mode

Study mode frequency table

Valid Frequency Relative Percent

Frequency

Regular 13 (13/25) * 100 52.0

Sandwich 12 (12/25) * 100 48.0

Total 25 100.0

Comment

The total sample population of students who were selected to sit the paper were 25, with
relative frequency of 52.0 and 48.0 for Regular and Sandwich respectively. Relative
frequencies or precents, we see that the category of Regular attendance, had the highest
and the majority share of 52.0%, suggesting that student regular attendance has the highest
performance more than those with sandwich students (42.0).

1.2

Respondents by Age

Descriptive Statistics
 Age_in_Years

Mean Std.
Deviation

Regular 42.3077 11.00291

Sandwich 39.5833 8.01655

Total 41.0000 9.58732

Comment

The mean Age for Regular (42.3077) and that of Sandwich (39.5833) suggests
that students with Regular attendance performed better as seen from their mean
difference (2.7244). The two categories are not centrally located to each other.

1.3

Respondents by Academic Performance

Descriptive Statistics

Academic Performance

Binary Categorical Mean Std. Deviation

Regular 65.2308 13.30510

Sandwich 59.3333 10.12049

 Total 62.4000 12.02082

Comment

The mean Academic Performance for Regular (65.2308) and that of Sandwich
(59.3333) suggests that students with Regular attendance performed better as
seen from their mean difference (5.8975).

2.1

Study objective: is to establish whether there is a relationship between study

mode and academic performance of the students

Hypothesis:
H1 there is a significance deference between the study mode and Academic
performance
H0 there is no significance deference between study mode and Academic
performance

Using student t test

Because the two samples in test, one is a binary categorical independent variable
and the other is a numerical dependent variable.

Binary N Mean Std. Std. Error

Categorical Deviation Mean

Percentage_Score Regular 13 65.2308 13.30510 3.69017

 Sandwich 12 59.3333 10.12049 2.92153

Independe

nt Samples
Test

Levene's t-test
Test for for
Equality Equal
of ity of
Variance Mean
s s

F Sig T df Sig. Mean Std. 95%

. (2tail Differe Error Confide
e d) nce Differe nce
nce
Interval
of

the
Differe
nce
Lower Upper

Percentag Equal .926 .34 1.239 23 .228 5.8974 4.7593 - 15.74

e_Score varia 6 4 8 3.9481 297
nces
assu 0
med
 Equal 1.253 22.2 .223 5.8974 4.7066 - 15.65
varia 30 4 7 3.8577 261
nces
not 4

assu
med

Comment

The t value (1.239) is greater than the critical value (0.346), so the null hypothesis
is rejected and therefore accepting the Research hypothesis. Therefore, there is a
significant mean difference between the study mode (Regular, Sandwich) and
Academic performance of the students who sat for the paper

2.2

Study objective: to test whether Age and Academic performance are significantly

linearly correlated Hypothesis:

H1 the mean deference between age and Academic performance are significantly
linearly correlated
H1 the mean deference between age and Academic performance are not
significantly linearly correlated
Pearson’s linear correlation coefficient

The Pearson’s linear correlation coefficient is used to test for relationship between two
variables independent variable and dependent variable which are both numerical in nature.
For example, in this context we are establishing whether age and score (Academic
performance) in adult literacy are significantly related; that is linearly correlated
Correlations
 Age_in_Years Percentage_Score

Age_in_Years Pearson 1 -.340

Correlation

Sig. (2-tailed) .096

N 25 25

Percentage_Score Pearson -.340 1

Correlation

Sig. (2-tailed) .096

N 25 25

Comment

The r value (-0.340) suggests a medium negative correlation between age and Academic
performance. Since the r value (-0.340) is less than 0.05, I reject the null hypothesis and
accept the research hypothesis. Which states that, the mean deference between age and
Academic performance are significantly linearly correlated but with a medium negative
correlation