MID TEST STATISTICS

Emeral (17716251014)
Pendidikan Bahasa Inggris
Program Pascasarjana
Universitas Negeri Yogyakarta 2017

2. a. Students wealth by their gender

Wealth * Gender Crosstabulation

Count
Gender
Female Male Total
Wealth Less wealthy 7 10 17
Wealthier 27 16 43
Total 34 26 60

The Report:
The bar chart gives information about the number of students wealth by their gender.

Overall, the number of wealthier female students is the highest, whereas the number of less
wealthy female students is the lowest among all students.

The number of wealthier female is higher than less wealthy students, they are 27 people and 7
people respectively. Meanwhile, the number of wealthier male is 16 people and less wealthy
male is 10 people.

b. Students age (3 categories) by their gender

Age in Category * Gender Crosstabulation
Count
Gender
Female Male Total
Age in 1,00 17 10 27
Category 2,00 12 12 24
3,00 5 4 9
Total 34 26 60

The Report:
The chart illustrates the age of female and male students in three different categories.

Overall, the number of female and male students who are aged from 15 to 16 years old or
classified in category 2 are the same. Meanwhile, the number of female and male students in
category 1 is higher than in category 3.

The number of female and male students who are between 13 and 14 years old or in category 1
are 17 people and 10 people, whereas the number of female and male students who are aged 15
to 16 years old or in category 2 are 12 people respectively. The total number of students aged 17
and up are 9 people consisting of 5 females and 4 males.

c. Students father’s education by their class (kelas)

Father's Education * Kelas Crosstabulation
Count
Kelas
Kelas A Kelas B Total
Father's Education SD-SMP 8 3 11
SMA/SMK 13 17 30
D3/S1/S2/S3 9 10 19
Total 30 30 60
The Report:
The chart shows the level of students father’s education level in two different classes.

Overall, the number of students’ father who graduated from SMA/SMK is the highest among
who graduated from SD/SMP and D3/S1/S2/S3.

The number of students’ father who graduated from SD/SMP are 11 people consisting of 8
people from class A and 3 people from class B. The number of students’ father who are
graduated from SMA/ SMK in class A are 13 people and in class B are 17 people. There are a
slight difference in the number of students’ father who graduated from D1/S1/S2/S3 between
class A and B, they are 9 people and 10 people respectively.
 d. Students wealth by their class (kelas)
Wealth * Kelas Crosstabulation
Count
Kelas
Kelas A Kelas B Total
Wealth Less wealthy 9 8 17
Wealthier 21 22 43
Total 30 30 60

The Report:
The bar chart gives information about students wealth by their class.

Overall, the number of wealthier students is higher than less wealthy students.

The number of wealthier students in Class B is slghtly higher than in Class A, they are 22 and 21
students respectively. The number of less wealthier students in Class A is 9 students, while in
Class B is 8 students.
3. a.
Check if the following data (Reading, Math, Science, Quiz1, Quiz 2) are normally distributed or
not, then write a short REPORT (interpretation of the SPSS output).

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Reading ,068 60 ,200 *

,978 60 ,333
Math ,081 60 ,200 *
,979 60 ,393
Science ,071 60 ,200 *
,989 60 ,852
Quiz1 ,056 60 ,200 *
,975 60 ,265
Quiz2 ,122 60 ,028 ,979 60 ,386

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

The Sig. of Reading, Math, Science, Quiz 1 and Quiz 2 in Shapiro-Wilk

is .333, .393, .852, .265, .386 respectively.

It indicates the data of Reading, Math, Science, Quiz 1 and Quiz 2 is normally distributed as

sig > .05.

4. The correlation between Reading and Quiz 1, Math and Quiz 2, Science and Quiz 2, Math
and Quiz 1.
Correlations

Reading Math Science Quiz1 Quiz2

Reading Pearson Correlation 1 ,772 **

,909 **
,090 ,097

Sig. (1-tailed) ,000 ,000 ,248 ,230

N 60 60 60 60 60
Math Pearson Correlation ,772** 1 ,861** ,057 ,060
Sig. (1-tailed) ,000 ,000 ,332 ,324
N 60 60 60 60 60
Science Pearson Correlation ,909 **
,861 **
1 ,077 ,086
Sig. (1-tailed) ,000 ,000 ,278 ,257
N 60 60 60 60 60
Quiz1 Pearson Correlation ,090 ,057 ,077 1 ,980**
Sig. (1-tailed) ,248 ,332 ,278 ,000
N 60 60 60 60 60
Quiz2 Pearson Correlation ,097 ,060 ,086 ,980 **
1

Sig. (1-tailed) ,230 ,324 ,257 ,000

N 60 60 60 60 60

**. Correlation is significant at the 0.01 level (1-tailed).

a. The correlation between Reading and Quiz 1

The null hypothesis in this study is:
Ho: There is no significant relationship between students Reading scores and Quiz 1.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

The result reveals that there is no significant relationship between students Reading
scores and Quiz 1, r = .090, p (one-tailed) > .05.
b. The correlation between Math scores and Quiz 2
The null hypothesis in this study is:
Ho: There is no significant relationship between students between Math scores and Quiz
2.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

The result reveals that there is no significant relationship between students Math scores
and Quiz 2, r = .060, p (one-tailed) > .05.

c. The correlation between Science scores and Quiz 2

The null hypothesis in this study is:
Ho: There is no significant relationship between students between Science scores and
Quiz 2.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

The result reveals that there is no significant relationship between students Science scores
and Quiz 2, r = .086, p (one-tailed) > .05.

d. The correlation between Math Scores and Quiz 1.

The null hypothesis in this study is:
Ho: There is no significant relationship between students between Math Scores and Quiz
1.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.
 The result reveals that there is no significant relationship between students Math scores
and Quiz 2, r = .057, p (one-tailed) > .05.

5. Find if there are significant differences in:

a. Students Reading scores by their gender

Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

Reading Female
34 562,44 81,895 14,045

Male
26 503,62 94,060 18,447

Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

Std. 95% Confidence

Mean Error Interval of the

Sig. (2- Differenc Differenc Difference

F Sig. t df tailed) e e Lower Upper

Readi Equal variances

,490 ,487 2,585 58 ,012 58,826 22,756 13,275 104,377
ng assumed

Equal variances 49,72

2,537 ,014 58,826 23,185 12,251 105,401
not assumed 6

The hypothesis is made to compare students Reading scores by their gender:

Ho: There is no significant difference between students Reading scores and their gender.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

Based on the calculation of Independet T-test, the significant value is .012, which is less
than .05, thus the null hypotheses is rejected. The result indicates that there is significant
difference between students reading scores and their gender, t(58)=2.585; p < .05.
 b. Students Math scores by their gender

Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

Math Female 34 531,09 77,959 13,370

Male 26 532,16 90,127 17,675

Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

Std. 95% Confidence

Mean Error Interval of the

Sig. (2- Differenc Differenc Difference

F Sig. t df tailed) e e Lower Upper

Mat Equal variances

,657 ,421 -,049 58 ,961 -1,074 21,734 -44,579 42,430
h assumed

Equal variances 49,51

-,048 ,962 -1,074 22,162 -45,600 43,451
not assumed 3

The hypothesis is made to compare students Math scores by their gender:

Ho: There is no significant difference between students Math scores and their gender

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

Based on the calculation of Independet T-test, the significant value is .961, which is more
than .05, thus the null hypotheses is not rejected. The result indicates that there is no significant
difference between students Math scores and their gender, t(58)= -0.49; p >.05.
 c. Students Science scores by their wealth

Group Statistics

Wealth N Mean Std. Deviation Std. Error Mean

Science Less wealthy 17 535,92 94,951 23,029

Wealthier 43 567,10 80,479 12,273

Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

Std. 95% Confidence

Mean Error Interval of the

Sig. (2- Differenc Differenc Difference

F Sig. t df tailed) e e Lower Upper

Scien Equal variances -

1,330 ,254 58 ,204 -31,181 24,271 -79,765 17,404
ce assumed 1,285

Equal variances - 25,59

,243 -31,181 26,095 -84,862 22,500
not assumed 1,195 3

The hypothesis is made to compare students Science scores by their wealth:

Ho: There is no significant difference between students Science scores and their wealth.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

Based on the calculation of Independet T-test, the significant value is .204, which is more
than .05, thus the null hypotheses is not rejected. The result indicates that there is no significant
difference between students Science scores and their wealth, t(58)= -1,285; p >.05.
 d. Students Reading scores by their wealth

Group Statistics

Std. Error
Wealth N Mean Std. Deviation Mean

Reading Less wealthy

17 505,78 88,185 21,388

Wealthier
43 549,27 90,767 13,842

Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

Std. 95% Confidence

Mean Error Interval of the

Sig. (2- Differenc Differenc Difference

F Sig. t df tailed) e e Lower Upper

Readi Equal variances -

,016 ,900 58 ,097 -43,491 25,802 -95,140 8,158
ng assumed 1,686

Equal variances - 30,19

,098 -43,491 25,476 -95,506 8,525
not assumed 1,707 2

The hypothesis is made to compare students Reading scores by their wealth:

Ho: There is no significant difference between students Reading scores and their wealth.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

Based on the calculation of Independet T-test, the significant value is .097, which is more
than .05, thus the null hypotheses is not rejected. The result indicates that there is no significant
difference between students Reading scores and their wealth, t(58)= -1,686; p >.05.
 e. Students Math scores by their Kelas
Group Statistics

Kelas N Mean Std. Deviation Std. Error Mean

Math Kelas A 30 511,96 86,899 15,865

Kelas B 30 551,14 74,656 13,630

Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

Std. 95% Confidence

Mean Error Interval of the

Sig. (2- Differenc Differenc Difference

F Sig. t df tailed) e e Lower Upper

Mat Equal variances -

,734 ,395 58 ,066 -39,182 20,916 -81,051 2,687
h assumed 1,873

Equal variances - 56,71

,066 -39,182 20,916 -81,071 2,707
not assumed 1,873 2

The hypothesis is made to compare students Math scores by their Kelas:

Ho: There is no significant difference between students Math scores and their Kelas wealth.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

Based on the calculation of Independet T-test, the significant value is .066, which is more
than .05, thus the null hypotheses is not rejected. The result indicates that there is no significant
difference between students Math scores and their class, t(58)= -1,873; p >.05.
 f. Students Science scores by their Kelas

Group Statistics

Std. Error
Kelas N Mean Std. Deviation Mean

Science Kelas A
30 541,87 86,556 15,803

Kelas B
30 574,67 81,942 14,961

Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

95% Confidence

Mean Std. Error Interval of the

Sig. (2- Differenc Differenc Difference

F Sig. t df tailed) e e Lower Upper

Scien Equal variances -

,043 ,837 58 ,137 -32,802 21,761 -76,362 10,758
ce assumed 1,507

Equal variances - 57,82

,137 -32,802 21,761 -76,364 10,760
not assumed 1,507 7

The hypothesis is made to compare students Science scores by their Kelas:

Ho: There is no significant difference between students Science scores and their Kelas.

The condition of rejecting or not rejecting the null hypothesis is as follow:

If Sig<0.05, null hypothesis is rejected.

Based on the calculation of Independet T-test, the significant value is .137, which is more
than .05, thus the null hypotheses is not rejected. The result indicates that there is no significant
difference between students Science scores and their class, t(58)= 1,507; p >.05.