Answer to the Question No.

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Section (i)– a

Correlations
Internet usage Respondent's
category sex
Internet usage category Pearson Correlation 1 -.067
Sig. (2-tailed) .090
N 649 649
Respondent's sex Pearson Correlation -.067 1
Sig. (2-tailed) .090
N 649 1419
Table 1: Relationship between time on the Internet (netcat) and gender (sex)
Interpretation: We can see from the table that there is a negative relationship between the
variables netcat and sex.

Correlations
Internet usage Respondent's
Control Variables category sex
Respondent's highest degree Internet usage category Correlation 1.000 -.060
Significance (2-tailed) . .125
df 0 642
Respondent's sex Correlation -.060 1.000
Significance (2-tailed) .125 .
df 642 0
Table 2: Relationship between time on the Internet (netcat) and gender (sex) when control for
education
Interpretation: When we control for education, we can find a change in the magnitude of
relationship between the variables netcat and sex. But there is no change in terms of direction
of relationship. We got the value of r = -0.067 without controlling for education,
demonstrating the negative correlation between the variables Internet (variable netcat) and
gender (variable sex). The value of r = -0.053 obtained by correcting for education, however,
also demonstrates the negative correlation between gender (variable sex) and internet use
(variable netcat).

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 Section (i)– b

Age category * Respondent's sex * Use Internet? Crosstabulation

Respondent's sex
Use Internet? Male Female Total
No Age category 18-29 Count 42 58 100
% within Age category 42.0% 58.0% 100.0%
30-39 Count 60 61 121
% within Age category 49.6% 50.4% 100.0%
40-49 Count 65 68 133
% within Age category 48.9% 51.1% 100.0%
50-59 Count 43 62 105
% within Age category 41.0% 59.0% 100.0%
60-89 Count 93 182 275
% within Age category 33.8% 66.2% 100.0%
Total Count 303 431 734
% within Age category 41.3% 58.7% 100.0%
Yes Age category 18-29 Count 79 65 144
% within Age category 54.9% 45.1% 100.0%
30-39 Count 88 98 186
% within Age category 47.3% 52.7% 100.0%
40-49 Count 66 96 162
% within Age category 40.7% 59.3% 100.0%
50-59 Count 47 57 104
% within Age category 45.2% 54.8% 100.0%
60-89 Count 26 32 58
% within Age category 44.8% 55.2% 100.0%
Total Count 306 348 654
% within Age category 46.8% 53.2% 100.0%
Total Age category 18-29 Count 121 123 244
% within Age category 49.6% 50.4% 100.0%
30-39 Count 148 159 307
% within Age category 48.2% 51.8% 100.0%
40-49 Count 131 164 295
% within Age category 44.4% 55.6% 100.0%
50-59 Count 90 119 209
% within Age category 43.1% 56.9% 100.0%
60-89 Count 119 214 333
% within Age category 35.7% 64.3% 100.0%

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 Total Count 609 779 1388
% within Age category 43.9% 56.1% 100.0%

Interpretation:
(i) 54.9 percentages of males under 30 years of age uses the Internet. 45.1 percentages of
females under 30 years of age uses the Internet.
(ii)

Figure-1: Stacked bar chart showing the distribution of time on the Internet (variable
netcat) for men and women

Section-ii (a)

Figure-2: Histogram for ADDSC

Interpretation: The histogram for the ADDSC variable shows the values are on the
horizontal

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axis and frequencies are on the vertical axis. From the histogram, it is clear that the ADDSC
is
approximately normally distributed.

Section-ii (b)

Figure-3: Boxplot for ADDSC

Figure-4: Box plot for ADDSC with and without social problems

Interpretation: According to the above Box plot, the median value of addsc for those who
have no social problems (nearly 45.0) is lower than for those who have social problems
(above 60.0). This plot also shows that ADDSC is positively skewed with social problems
and negatively skewed with social problems. In both distributions, there is no outlier.

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 Section-ii (c)

Figure–5: Scatter plot for the relationship between ADD symptoms and GPA
Interpretation: The graph clearly shows a negative linear relationship between ADD
symptoms and GPA.

Section-ii (d)

Figure–6: Pie chart for the percent of types of English classes

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 Section-ii (e)

Figure–7: Bar chart for the mean GPA of students in the 3 types of English classes

Interpretation: From the above figure, it is clear that all of the English classes do not appear
to be similar i.e., they appear to be different. Class-1 holds the highest position accounting for
3.09 followed by class-2 and class-3.

Section-ii (f)

Figure–8: Bar chart and a line graph for the mean difference in GPA based on both gender
and level of English class

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Interpretation: By comparing the distribution, female has better mean gpa than male. The
first
category of class is found to be the best among 3 classes. So, both gender and English class
have positive effects on GPA. In this case, I prefer line graph because it show both better
performers and the direction of linearity. In addition, line graph is most useful for showing
trends and for identifying whether two variables are related to one another.

Now, to see if there is an interaction effect, we need to run the generalized univariate linear
model which is given below:

Tests of Between-Subjects Effects

Dependent Variable: gpa
Source Type III Sum of df Mean Square F Sig.
Squares
a
Corrected Model .015 1 .015 .020 .888
Intercept 80.140 1 80.140 106.779 .000
sex * engl .015 1 .015 .020 .888
Error 64.544 86 .751
Total 595.478 88
Corrected Total 64.559 87
a. R Squared = .000 (Adjusted R Squared = -.011)

There is no interaction effect of gender and type of class on mean gpa.

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 Section-iii (a)

Figure– 9: Pie Chart for the percentage of employees within each category.

Section-iii (b)

Figure– 10: Bar chart for distribution of employees

8
 Section-iii (c)

Figure– 11: Bar chart for showing the mean beginning salary of males and females
Here, the mean beginning salary of males are 8121 and mean beginning salary of females are
5237.

Section-iii (d)

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 Figure– 12: Histogram for the beginning salary of all employees.

Here we can see the beginning salary is not normally distributed.

Section-iii (e)

BEGINNING SALARY Stem-and-Leaf Plot

Frequency Stem & Leaf

11.00 3 . 66999
46.00 4 . 0000000000022333333344
62.00 4 . 555555555555566668888888888999
56.00 5 . 11111111222444444444444444&
37.00 5 . 55566777777777778
106.00 6 . 0000000000000000000000000013333333333333333333333334&
38.00 6 . 666666666666699999&
14.00 7 . 2222222
20.00 7 . 5558888889
11.00 8 . 1444&
6.00 8 . 77&
5.00 9 . 34&
1.00 9 . &
1.00 10 . &
60.00 Extremes (>=10200)

Stem width: 1000

Each leaf: 2 case(s)

& denotes fractional leaves.

Stem and leaf for beginning salary of all employees.

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