GENERAL PROBLEM : On Computer Application

SPECIFIC PROBLEM: A total number of 30 subjects were selected, 15 of

superior intelligence and 15 of inferior intelligence. Five subjects from each of the
two groups were randomly assigned to the three methods of instruction (lecture,
seminar, and discussion). That is, five subjects were randomly selected to each
of the six treatments. After three months of instruction now the researcher is
interested to see the impact of intelligence and method of teaching on
achievement test score. By using the given data, test the H0 and comment on the
result.

INTELLIGENCE

TEACHING METHODS

LECTURE(b1) SEMINAR(b2) DISCUSSION(b3)

SUPERIOR
INTELLIGENCE (a1) 7 11 12

9 13 13

11 15 15

12 15 16

12 17 18
 INFERIOR
INTELLIGENCE (a2)
11 8 9

12 8 10

13 10 11

15 11 11

16 12 12

BASIC CONCEPT :

■ DEFINITION:
A two way ANOVA is used to investigate the simultaneous effects of two independent
variables or factors on a dependent variable. It permits the evaluation of interaction
between two or more variables. A two-way ANOVA with replication is worked when
every combination of the two factors-one level of each-has been applied on more than
one individual. The effect of each combination of independent variable is given by the
replicated observations in a group of individuals. A two-way ANOVA without replication
is used when every combination of the two factors-one level of each-has been applied
on only one individual. The effect of each such combination of independent variable is
given by a single observation only.

■ FORMULA:

SStotal = SSA + SSB + SSAB + SSwithin

where,

SStotal = total sum of squares generated from the deviation of each score from the mean
of the total scores.

SSA = sum of squares of factor A generated from the deviation of a 1 and a2 means from
the mean of the total scores.

SSB = sum of squares of factor B generated from the deviation of b1 , b2 and b3 means
from the mean of the total scores.

SSAB = sum of squares for interaction generated from the deviation of each sub-group
mean from the value predicted from that subgroup on the assumption of no interaction.

SSwithin = pooled sum of squares within the six treatment groups generated from the
deviation of the individual scores from the mean of the respective subgroups
representing error.

■ PROPERTIES / ASSUMPTIONS

Assumptions of two way ANOVA are:

1. Random assignment:
The experimental design should provide for random
sampling so that each individual of the population has an equal probability
of being chosen for a group, and the choice of each individual is
independent of the choice of others.
Randomization of treatment should also be ensured for different levels of
the independent variable(s), wherever possible.
2. Normal distribution:
The dependent variable should have a normal distribution in
the population. Stated otherwise, it should be reasonable to assume that
the error terms, i.e., the deviations of individual scores from the respective
group means, are distributed normally.
3. Independence of errors:
The error terms, i.e., the deviations of individual scores from
the group mean, should be independent of each other. This is an
alternative form of the assumption that the individual scores occur at
random and are independent of each other.
 4. Homoscedasticity:
The assumption of homoscedasticity implies that the groups
drawn for an experiment possess homogeneous variances initially. In other
words, they should have been drawn from the same population (or closely
similar populations) so that their initial variances may be considered as
different estimates of the same population variance, differing only due to
their sampling errors. It should thus be reasonable to assume that the error
terms of individuals of different groups have homogeneous dispersions.
5. Additivity:
Different factors, including the independent variables used,
produce separate bits of variations of the dependent variable and these
variations add up to give the total variation of the latter. This additive
property of variations, due to different factors, enables the analysis of the
total variance of the dependent variable into its various components.

■ DIFFERENCES BETWEEN ONE WAY AND TWO WAY ANOVA

BASIS FOR ONE WAY ANOVA TWO WAY ANOVA

COMPARISON

MEANING Hypothesis test used to Statistical technique

test the equality of three or wherein the interaction
more population means between factors ,
simultaneously using influencing variables can
variance be studied

one two
INDEPENDENT
VARIABLE

COMPARES three or more levels of one effect of multiple levels of

factor two factor
 NUMBER OF need not be same in each need to be equal in each
OBSERVATIONS group group

DESIGN OF needs to satisfy only most all principles need to be

EXPERIMENTS of the principles and not all satisfied

■ APPLICATIONS OF TWO WAY ANOVA

A two factor ANOVA is used when we believe that more than one factor may affect a
particular response (dependent) variable. For example,a researcher believes that the
age and gender of an adolescent will have an impact on the number of phone calls
made to the opposite sex. In this case, we have a between-subjects design for both age
and gender with 2 levels for each factor/variable. They will have to collect data for these
4 samples of subjects. In other words, if the experiment has a quantitative outcome and
there are two categorical explanatory variables, a two way ANOVA is appropriate.

Factorial designs like the 2-Factor ANOVA allow a researcher to examine more than
one independent variable on the dependent variable individually for each factor,
reporting out an F for each. Collectively where the collective influence of the factors is
referred to as an interaction. An interaction is the result of the two independent
variables combining to produce a result that is different from a result that is produced by
either variable alone.

Main Effect of Factor A- Is there a significant effect of age of teen (Factor A) on number
of phone calls made to the opposite sex (response variable).
Main Effect of Factor B- Is there a significant effect of sex of the teen (Factor B) on
number of phone calls made to the opposite sex (response variable).
Interaction of AxB- Does the effect of age of teen (Factor A) on the number of phone
calls made to the opposite sex (response variable) depend on the sex of the teen
(Factor B)?

Taking another example- we might want to find out if there is an interaction between
income and gender for anxiety level at job interviews. The anxiety level is the outcome,
or the variable that can be measured. Gender and Income are the two categorical
variables. These categorical variables are also the independent variables, which are
called factors in a Two Way ANOVA.
The factors can be split into levels. In the above example, income level could be split
into three levels: low, middle and high income. Gender could be split into three levels:
male, female, and transgender. Treatment groups are all possible combinations of the
factors. In this example there would be 3 x 3 = 9 treatment groups.

■ ADVANTAGES AND DISADVANTAGES:

The advantages of two way ANOVA are:
● This technique is used to analyse two types of effects, i.e., main effects and
interaction effects.
● More than two factors effects are analyzed by this technique.
● For analysing the data obtained on the basis of factorial designs, this technique
is used.
● This technique is used to analyse the data for complex experimental studies.

The disadvantages of two way ANOVA are:

● When there are more than two classifications of a factor or factors of study, the F
ratio value provides a global picture of difference among the main treatment
effects. The inference can be specified by using ‘t’ test in case when F ratio is
found significant for a treatment.
● This technique also follows the assumptions on which one way analysis of
variance is based. If these assumptions are not fulfilled, the use of this technique
may give us spurious results.
● This technique is difficult and time consuming.
● As the number of factors are increased in a study, the complexity of analysis
increases and interpretation of results becomes difficult.
● This technique requires high level arithmetical and calculative ability. Similarly it
also requires a high level of imaginative and logical ability to interpret the
obtained results.

The aim of the present practicum is to test the following Hypotheses -

Ho1: Teaching method has no impact on achievement test scores. Ha1:

Teaching method has an impact on achievement test scores.

Ho2: IQ has no impact on achievement test scores.

Ha2: IQ has an impact on achievement test scores.

Ho3: IQ and teaching method in combination do not have an impact on

achievement test scores.
Ha3: IQ and teaching method in combination have an effect on achievement test
scores.
PROCEDURE :-
Following are the steps involved for the statistical verification of the
aforementioned hypotheses using SPSS.

STEP 1 : ENTERING THE DATA

The SPSS ‘Data Editor’ is a spreadsheet into which data are entered. In the ‘Data
Editor’, the columns are used to represent different variables and the rows are the
different cases (participants) for which one have data.

● Thus, the Achievement Test Scores were first inserted in Column 1, following the
labeling of Column1 as ACHIEVEMENT

● Column 2 for variable was inserted with different TEACHINGMETHOD–

LECTURE (coded as 1); SEMINAR (coded as 2) and DISCUSSION (coded as 3)

● COLUMN 3 was then inserted with IQ–coding the first 5 subjects with 1 (
denoting Superior Intelligence) and next 5 with 2 (denoting Inferior Intelligence)

STEP 2 : USING VARIABLE VIEW TO CREATE AND LABEL

VARIABLES

● After entering the data “Variable View” was clicked on

● Under the Column “Name” , the name of the Variables were inserted as
ACHIEVEMENT, TEACHINGMETHOD & IQ in subsequent rows

● Under the Column “Values” , in the first row for ACHIEVEMENT “None” is
chosen. For TEACHINGMETHOD (Code 1: LECTURE ; Code 2 : SEMINAR and
Code 3: DISCUSSION) & for IQ ( Superior intelligence: Coded 1 & Inferior
Intelligence : Coded 2) is inserted in the dialog box that appears on clicking the
respective row of Column. Finally Clicked on OK.

● Under Column “Measure”, ACHIEVEMENT was selected as “SCALE” and

“TEACHINGMETHODS” & “IQ” selected as “Nominal” respectively.
 STEP 3: STATISTICAL CALCULATION

● ‘Analyze’ was then selected followed by ‘General Linear Model’ and ‘Univariate
Analysis’.

● Then from the dialog box ACHIEVEMENT was selected as “DEPENDENT

VARIABLE” & TEACHINGMETHOD & IQ as ‘FIXED FACTOR(S)”

● “EM MEANS “ was then clicked on

● After reviewing the appearing dialog box “Display Means For” OVERALL was
selected & “continue” was clicked on

● From “Options” below the EM Means; Descriptive Statistics & Homogeneity tests
were selected with default .05 Confidence Interval & ‘continue’ was clicked on.

STEP - 4: INTERPRETING RESULT TABLE

● Table for Tests of Between-Subjects Effects was considered for further interpreting
the obtained result

RESULT TABLE :
Univariate Analysis of Variance

Between-Subjects Factors
Value Label N

TEACHINGMETHOD 1.00 LECTURE 10

2.00 SEMINAR 10

3.00 DISCUSSION 10

IQ 1.00 SUPERIOR 15

2.00 INFERIOR 15
Descriptive Statistics
Dependent Variable: ACHIEVEMENT
Std.
Deviation
TEACHINGMETHOD IQ Mean N

LECTURE SUPERIOR 10.2000 2.16795 5

INFERIOR 13.4000 2.07364 5

Total 11.8000 2.61619 10

SEMINAR SUPERIOR 14.2000 2.28035 5

INFERIOR 9.8000 1.78885 5

Total 12.0000 3.01846 10

DISCUSSION SUPERIOR 14.8000 2.38747 5

INFERIOR 10.6000 1.14018 5

Total 12.7000 2.83039 10

Total SUPERIOR 13.0667 2.98727 15

INFERIOR 11.2667 2.25093 15

Total 12.1667 2.75535 30

 Levene's Test of Equality of Error Variancesa,b

Levene
Statistic
df1 df2 Sig.

ACHIEVEMEN Based on Mean .730 5 24 .608

T
Based on Median .383 5 24 .855

Based on Median and .383 5 19.567 .854

with adjusted df

Based on trimmed mean .716 5 24 .618

Tests the null hypothesis that the error variance of the dependent variable is equal across
groups.
a. Dependent variable: ACHIEVMENT
b. Design: Intercept + TEACHINGMETHOD + IQ + TEACHINGMETHOD * IQ
 Tests of Between-Subjects Effects
Dependent Variable: ACHIEVEMENT
Type III Sum of
Source Squares
df Mean Square F Sig.

Corrected Model 122.567a 5 24.513 6.028 <.001

Intercept 4440.833 1 4440.833 1092.008 <.001

TEACHINGMETHOD 4.467 2 2.233 .549 .585

IQ 24.300 1 24.300 5.975 .022

TEACHINGMETHOD * 93.800 2 46.900 11.533 <.001

IQ

Error 97.600 24 4.067

Total 4661.000 30

Corrected Total 220.167 29

a. R Squared = .557 (Adjusted R Squared = .464)

ESTIMATED MARGINAL MEANS

Grand Mean
Dependent Variable: ACHIEVEMENT
95% Confidence Interval

Lower Bound Upper Bound

Mean Std. Error

12.167 .368 11.407 12.927

INTERPRETATION :

This practical was conducted with the aim of learning how to perform two way ANOVA on the
computer application SPSS. The research problem was to find out whether teaching method
and IQ had any significant impact on achievement test scores.
Three hypotheses were considered and following the steps the statistical analysis was
performed on SPSS.
Results show that the F value of TEACHING METHOD is 0.549 at significance (computer function
Sig) 0.585. Hence it doesn't have any impact on the achievement test scores and the relevant
null hypothesis is accepted.
For IQ F value stands at 5.975 at significance (computer function Sig) 0.022 which implies that
IQ has a significant impact on achievement test scores. Therefore the null hypothesis is rejected
and the alternate hypothesis is accepted.
For the combined interaction effect (TEACHING METHOD*IQ) the F value is 11.533 at
significance (computer function Sig) <0.001. Hence the interaction effect of the factors is
significant and the relevant null hypothesis is rejected while the alternative hypothesis is
accepted.

CONCLUSION :
It can thus be concluded that IQ had significant impact on the Achievement test scores but
Teaching Methods were not found to have any significant impact. Also, there was a combined
effect of both teaching method and IQ on Achievement test scores as was found upon testing
the hypotheses using SPSS.