Agenda

• Tests Related to Differences

• T-Test
• ANOVA
• In-Class Exercises
<Take a Break>
• Tests Related to Associations
• Correlation
• Regression
Session 9: • In-Class Exercises

T-Tests, ANOVA and Regression Analysis • Data Presentation with Graphs

Instructor: HUANG, Xun (Irene)
BM2510/2502 Market Intelligence 2

1.0 Overview of Tests Related to Differences

T-Tests, ANOVA and Regression Analysis
• Hypothesis-Testing Big Picture
• Assume “nothing” happens (H0) in the population (The null
1. Tests Related to Differences hypothesis, typically, is that all means are equal.)
• E.g., H0: The new website design has no impact on the click-through rate
compared to the old design.
1.0 Overview of Tests Related to Differences
• E.g., H1: The new website design increases the click-through rate.
1.1 T-Test
• Take a sample and check how much the results from the sample differ
1.2 ANOVA from this nothing state and compute the statistic to assess whether
1.3 Practice: Nike Data File we should reject the null hypothesis based on the info from the
sample (→ p-value < .05 indicates that the null hypothesis is rejected
and the alternative hypothesis is more plausible).
• Draw managerial conclusions
• E.g., deciding whether or not to adopt the new website design
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 1.0 Overview of Tests Related to Differences 1.0 Overview of Tests Related to Differences
• In-Class Exercise: A company that produces a popular breakfast • Answers:
cereal is considering a redesign of its product packaging. They
believe that the new packaging will lead to increased sales. • Null Hypothesis (H0): The redesign of the product packaging
Please try to formulate the null hypothesis and the alternative will not have a significant effect on sales.
hypothesis regarding the impact of the new packaging on sales. • Alternative Hypothesis (H1): The redesign of the product
packaging will lead to increased sales.

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1.0 Overview of Tests Related to Differences 1.1 Overview of Tests Related to Differences
e.g., female vs. male customers on satisfaction level • Parametric tests (e.g., t-Tests, ANOVA) assume that the dependent
e.g., satisfaction (independent t-test); variables (DVs) are measured on at least an interval scale (i.e.,
rating > 3 e.g., satisfaction level vs. loyalty level (paired t-test) continuous DV).
Two Samples • The samples are independent if they are drawn from different
t-Tests One Sample
Independent Paired samples populations. Data pertaining to different groups of respondents
samples t-test t-test are generally treated as independent samples. (e.g., males and
females)

Testing Differences for Two or More Than Two • The samples are paired when the data for the two samples relate
ANOVA to the same respondents (e.g., pre- and post-treatment measures
Samples
are paired samples; within-subject design).
e.g., satisfaction levels with the services offered by multiple (>= 2)
waiters

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1.1 Overview of Tests Related to Differences 1.1 Overview of Tests Related to Differences
• In-Class Discussion: In each of the following situations, think • (a) Consumers Preference for Dove Bathing Soap Following
about the appropriate test statistic that should be used. Exposure to the Commercial
(a) Consumer preferences for Dove bathing soap were obtained on an • Paired samples t-test (Same sample, pre- and post-treatment)
11-point Likert scale. The same consumers were then shown a
commercial about Dove. After the commercial, preferences for Dove • (b) Effectiveness of Two Different Campaigns
were again measured. The researchers aimed to determine whether • Independent samples T-Test (Two independent samples)
the commercial has effectively induced a change in preferences.
(b) Suppose a company wants to assess the effectiveness of two
different marketing campaigns (Campaign A and Campaign B) for
the same product. They track the number of product units sold
during the campaign periods and want to determine if there is a
significant difference in the effectiveness of the two campaigns.
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1.1 T-Test 1.1.1 One Sample T-Test

• The t-test is a statistical hypothesis test that is used to
determine if there is a significant difference between the
means of two groups or samples.
• There are different types of t-tests depending on the specific
scenario and assumptions made about the data:
• One-sample t-test for comparing a sample mean to a known
population mean
• Paired samples t-test for comparing means of two related groups
• Independent samples t-test for comparing means of two independent
groups
• A one-sample t-test is a statistical hypothesis test used to
determine if the mean of a single sample significantly differs
from a specific value.
• For example, researchers might test the hypothesis that:
• The mean familiarity level exceeds 4 (the neutral value on a 7-point
scale).
• The hypothesis can be formulated as: H0: mean <= 4; H1: mean > 4

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1.1.1 One Sample T-Test - Exercise 1.2.1 One Sample T-Test - Exercise
• In-Class Exercise: [W10D1] 15.1 Internet Usage data file • Mattitude = 4.72
• Q: Does the familiarity score exceed the midpoint 4? • p = .020 (< .05) → The familiarity score indeed exceeds 4.
• Select ANALYZE on the SPSS menu bar
• Click Compare Means and Proportions and select One-
Sample T-Test
• Move Familiarity to the TEST VARIABLE(s) box
• Input “4” in the Test Value Box
• Click OK

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1.1.2 Two Independent Samples 1.1.2 Two Independent Samples - Exercise

• Sometimes the hypothesis could be related to two different
populations.
• Q: Can you determine the two groups in each of the following
scenarios?
• The users and non-users of a brand differ in terms of their perceptions
of the brand User vs. Non-User
• The high-income consumers spend more on entertainment than low-
income consumers. High vs. Low-Income Consumers
• The light users and heavy users of the internet differ in terms of their
familiarity score Light vs. Heavy Users
• In-Class Exercise: [W10D1] 15.1 Internet Usage data file
• Q: Do light users and heavy users differ in terms of familiarity
score?
• Select ANALYZE on the SPSS menu bar
• Click Compare Means and Proportions and select Independent
Samples T-Test
• Move Familiarity to the TEST VARIABLE(s) box
• Move Internet User Group to the Grouping Variable
• Click Define Groups (Default Choice: Group 1 = 1; Group 2 = 2),
Click Continue
• Click Ok

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1.1.2 Two Independent Samples - Exercise
• Mlight-user = 3.80; Mheavy-user = 5.71
• T-Test: p < .001 (significant) → Two groups are significantly
different
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1.1.3 Paired Samples - Exercise
• In-Class Exercise: [W10D1] 15.1 Internet Usage data file
• Q: Does the respondents’ attitude toward the Internet differ from
their attitude toward technology?
• Select ANALYZE on the SPSS menu bar
• Click Compare Means and Proportions and Paired Sample T-
Test
• Move Attitude toward Internet to the PAIRED VARIABLE(s) box
• Move Attitude toward Technology to the PAIRED VARIABLE(s)
box
• Click Ok
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1.1.3 Paired Samples
• In many marketing research applications, the observations for
the two groups are not selected from independent samples.
Rather, the observations pertain to paired samples, where the
two sets of observations relate to the same respondents.
• Q: Can you determine the two sets of observations in each of
the following scenarios?
• Does the average preference change before and after the visit? Before vs. After
• Does the respondents’ attitude toward the Internet differ from their
attitude toward technology? Attitude toward the Internet vs. Attitude toward Techonlogy
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1.1.3 Paired Samples - Exercise
• Minternet = 5.17, Mtechnology = 4.10
• T-Test: p < .001 (significant) → Two scores are significantly
different
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1.2 ANOVA
• Analysis of variance (ANOVA) is used as a test of means for
two or more populations. The null hypothesis, typically, is that
all means are equal.
• Example of Managerial Questions:
• Do the various customer segments (e.g., high-income, mid-income,
low-income) differ in terms of their volume of product consumption?
• Do brand evaluations differ among groups exposed to different
commercials (e.g., Commercial A, Commercial B, and Commercial C)?
• How does consumer familiarity with the store (categorized as high,
medium, and low) affect store preference?
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1.2 ANOVA
• Test for two or more than two means involves the following
components:
• Hypotheses
• Null Hypothesis: H0: µ1 = µ2 = µ3
• Alternative Hypothesis: H1: At least one mean is different
• Test Statistic: F-Statistic
• Decision Rule: Reject H0 is F-value > than Critical Value (p < .05)
• Eta^2 (Eta-squared) —The strength of the effects of X on Y. It varies
between 0 and 1.
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1.2 ANOVA
• For Analysis of Variance (ANOVA) to be applicable, the
dependent variable should be measured on an interval or ratio
scale, representing continuous data (e.g., average sales).
• Categorical independent variables (IVs) are also called factors.
• A single-factor ANOVA (only 1 categorical predictor) is called a one-
way ANOVA
• A multi-factor (> 1) ANOVA is simply referred to as an N-way ANOVA
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1.2 ANOVA
• Scenario: After receiving some complaints from the readers, the
campus newspaper decided to redesign its front page. Two new
formats, B and C, were developed and tested against the current
format, A. A total of 75 students were randomly selected and 25
students were randomly assigned to each of three format
conditions. The students were asked to evaluate the effectiveness of
the format on an 11-point scale (1 = poor, 11 = excellent).
• In-Class Discussion:
• A) Please formulate the null and alternative hypotheses.
• B) What statistical test should be used?
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1.2 ANOVA 1.2.1 ANOVA – One-Way ANOVA Exercise
• Answers: • In-Class Exercise: [W10D2] 16.2 In-Store Promotion data file
• Null Hypothesis (H0): There is no significant difference in the mean • Q: Do different in-store promotions (high, medium, low) impact
effectiveness ratings between the three newspaper formats (A, B, and C). store sales?
• Select ANALYZE from the SPSS menu bar
• Alternative Hypothesis (H1): There is a significant difference in the mean • Click GENERAL LINEAR MODEL and then UNIVARIATE
effectiveness ratings between at least one pair of the newspaper formats. • Move Sales [sales] into the DEPENDENT LIST box
In other words, at least one format is different from the others. • Move In-Store Promotion to the FIXED FACTOR(S) box
• In this case, a one-way ANOVA is appropriate because we have one • Click OPTIONS
independent variable (newspaper format) with three levels (A, B, and C) • Click Descriptive Statistics
and a continuous dependent variable (effectiveness ratings on an 11- • Click CONTINUE
point scale). • Click OK.

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1.2.1 ANOVA – One-Way ANOVA Exercise
• Mhigh = 8.30, Mmedium = 6.20, Mlow = 3.70, F Statistic = 17.94 (p <
.001)
→ Stores with a high level of in-store promotion have the highest
average sales (8.30) and stores with a low level of in-store promotion
have the lowest average sales (3.70). Stores with a medium level of in-
store promotion have an intermediate level of average sales (6.20).
1.2.2 ANOVA - Two-Way ANOVA Exercise
• In-Class Exercise: [W10D2] 16.2 In-Store Promotion data file
• Q: Does different in-store promotions (high, medium, low) and
couponing (yes, no) conditions impact store sales?
• Select ANALYZE from the SPSS menu bar
• Click GENERAL LINEAR MODEL and then UNIVARIATE
• Move Sales [sales] into the DEPENDENT LIST box
• Move In-Store Promotion and Coupon to the FIXED FACTOR(S) box
• Click OPTIONS
• Click Descriptive Statistics
• Click CONTINUE
• Click OK.

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1.2.2 ANOVA - Two-Way ANOVA Exercise 1.3 Practice: Nike Data File
• Mhigh = 8.30, Mmedium = 6.20, Mlow = 3.70, Main Effect of Promotion: F = 54.86, p < .001
• In-Class Exercise: Analyze the [W10D3] Nike data to answer
• Myes = 7.40, Mno = 4.73, Main Effect of Coupon: F = 55.17, p < .001 the following questions.
1. Does the awareness for Nike exceed 3.0?
2. Do the males and females differ in their awareness for Nike? Their
attitude toward Nike? Their loyalty for Nike?
3. Do the respondents in the survey have a higher level of awareness
than loyalty?
4. Do the three usage groups differ in terms of awareness, attitude,
preference, intention, and loyalty toward Nike when these variables
are considered individually (i.e., one at a time)?

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1.3 Practice: Nike Data File 1.3 Practice: Nike Data File
1. Does the awareness for Nike exceed 3.0? 2. Do the males and females differ in their awareness for Nike? Their
attitude toward Nike? Their loyalty for Nike?
Method: Analyze > Compare Means and Proportions > One Sample T-Test
Method: Analyze > Compare Means and Proportions > Independent
Samples T-Test

p < .001 indicates that

awareness for Nike
indeed exceeds 3.0.
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 1.3 Practice: Nike Data File 1.3 Practice: Nike Data File
• Awareness: p = .02 (< .05); The results showed a statistically significant difference in brand awareness between
females (M = 3.57) and males (M = 4.86) 3. Do the respondents in the survey have a higher level of awareness than
loyalty?
• Attitude: p = .06 (< .10); The results showed a statistically marginal significant difference in brand attitude
between females (M = 3.58) and males (M = 4.65) Method: Analyze > Compare Means and Proportions > Paired Samples T-
• Loyalty: p = .372; The results showed no statistically significant difference in brand loyalty between females (M = Test
4.17) and males (M = 3.71)
p = .538; indicating no
significant difference
between awareness
and loyalty scores.

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1.3 Practice: Nike Data File 1.3 Practice: Nike Data File
4. Do the three usage groups differ in terms of awareness, attitude, 4. Do the three usage groups differ in terms of awareness, attitude,
preference, intention, and loyalty toward Nike? preference, intention, and loyalty toward Nike?
Method: Analyze > General Linear Model > Univariate Method: Analyze > General Linear Model > Univariate
Three usage groups indeed differ in terms of awareness (p < .001) Three usage groups indeed differ in terms of attitude (p < .001)

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1.3 Practice: Nike Data File
4. Do the three usage groups differ in terms of awareness, attitude,
preference, intention, and loyalty toward Nike?
Method: Analyze > General Linear Model > Univariate
Three usage groups indeed differ in terms of preference (p < .001)
1.3 Practice: Nike Data File
4. Do the three usage groups differ in terms of awareness, attitude,
preference, intention, and loyalty toward Nike?
Method: Analyze > General Linear Model > Univariate
Three usage groups did not differ in terms of intention (p = .93)

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1.3 Practice: Nike Data File

4. Do the three usage groups differ in terms of awareness, attitude,
T-Tests, ANOVA and Regression Analysis
preference, intention, and loyalty toward Nike?
Method: Analyze > General Linear Model > Univariate 2. Tests Related to Associations
Three usage groups did not differ in terms of loyalty (p = .97) 2.0 Overview of Tests Related to Associations
2.1 Product Moment Correlation
2.2 Regression Analysis
2.3 Practice: Nike Data File

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2.0 Overview of Tests Related to Associations 2.1 Product Moment Correlation
Product Moment Correlation • In marketing research, we are often interested in summarizing
(Pearson Correlation Coefficient) the strength of association between two metric variables, as in
the following scenarios:
• How strongly are sales related to advertising expenditures?
Regression Analysis • Is there an association between market share and size of the sales
force?
• Are consumers’ perceptions of quality related to their perceptions of
prices?
Bivariate Regression Multivariate Regression

One predictor Multiple predictors

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2.1 Product Moment Correlation
• The product moment correlation, r, summarizes the strength
of association between two metric (interval or ratio scaled)
variables, say X and Y.
• It is an index used to determine whether a linear or straight-
line relationship exists between X and Y.
• Because it was originally proposed by Karl Pearson, it is also
known as the Pearson correlation coefficient.
2.1 Product Moment Correlation – Basic Concepts
• Pearson’s correlation coefficient ranges from -1 to 1
• Coefficient close to zero indicates low correlation
• Coefficient close to -1 or 1 indicates high correlation
• If null hypothesis is rejected (p < .05), we can further quantify
the strength of the association
• r < |.50| → Weak correlation
• r > |.50| → Strong correlation
• Describe whether two variables are positively or negatively correlated

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2.1 Product Moment Correlation – Exercise 2.1 Product Moment Correlation – Exercise
• In-Class Exercise: [W10D4] 17.1 Attitude Toward the City data file • Q: Is there a positive relationship between residents' attitude
• Q: Is there a positive relationship between residents’ attitude toward the city and their duration of residence in the city?
toward the city and their duration of residence in the city? • Yes (r = .936, p < .001)
• Select ANALYZE from the SPSS menu bar
• Click CORRELATE and then BIVARIATE • The correlation between
• Move Attitude[attitude] into the VARIABLES box. Then move residents’ duration of residence in
Duration[duration] into the VARIABLES box.
the city and their attitudes toward
• Check PEARSON under CORRELATION COEFFICIENTS the city is positive, suggesting that
• Check TWO_TAILED under TEST OF SIGNIFICANCE as residents stay in the city for a
• Check FLAG SIGNIFICANT CORRELATIONS longer period, their attitudes
• Click OK toward the city tend to become
more positive.
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2.2 Regression Analysis 2.2 Regression Analysis

• Regression analysis is a powerful and flexible procedure for
analyzing associative relationships between a metric dependent
variable and one or more independent variables.
• It can be used in the following way:
1. Determine whether the independent variables explain a significant variation
in the dependent variable: whether a relationship exists
2. Determine how much of the variation in the dependent variable can be
explained by the independent variables: strength of the relationship
3. Determine the structure or form of the relationship: the mathematical
equation relating the independent and dependent variables
• Regression Analysis allows us to test the effect of a variable on
the outcome variable while controlling for the effect of other
variables.
• The outcome variable must be an interval or ratio scale
(continuous DV).
• If the outcome is dichotomous (Yes/No), we should use Logistic
Regression (same logic, but different computations for better fit with
this type of DV).

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2.2.1 Bivariate Regression 2.2.1 Bivariate Regression - Standardization
• The bivariate regression estimate represents a straight line as: • While simple models are easy to interpret using the raw form,
Yˆi = a + bXi it is advisable to standardize the coefficients (mean of 0 and a
variance of 1) for complex ones to facilitate the comparison
• Where: between predictors.
• Y = dependent variable • Raw coefficients: 𝑌෠ = 𝑎 + 𝑏𝑋𝑖
• X = independent variable • Standardized coefficients: 𝑌෠ = 𝛽𝑜 + 𝛽1 𝑋1
• a = intercept of the line
• b = slope of the line • The term beta coefficient or beta weight is used to denote the
standardized regression coefficient.

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2.2.1 Bivariate Regression - Exercise 2.2.1 Bivariate Regression - Exercise

• In-Class Exercise: [W10D4] 17.1 Attitude Toward the City data file • Q: How does the duration of time residents have lived in a city impact
• Q: How does the duration of time residents have lived in a city impact their attitudes towards the city?
their attitudes towards the city?
• Select ANALYZE from the SPSS menu bar • R^2 = 0.876, suggesting that duration can explain 87.6% of the variance in
• Click REGRESSION and then LINEAR Attitude.
• Move Attitude into the DEPENDENT box
• Move Duration into the INDEPENDENT(S) box • The overall regression is significant (p < .001) → duration can have an
• Select ENTER in the METHOD box impact residents’ attitudes toward the city
• Click on STATISTICS and check ESTIMATES under REGRESSION COEFFICIENTS
• Check MODEL FIT
• Click CONTINUE
• Click OK

51 52
2.2.1 Bivariate Regression - Exercise 2.2.2 Multiple Regression
• Q: How does the duration of time residents have lived in a • Multiple regression involves a single dependent variable and
city impact their attitudes towards the city? two or more independent variables.
• Duration of stay can positively impact the attitude (beta coefficient = • Q: Could you identify the predictors for each research
.936, p < .001) question?
• Attitude = 1.079 + 0.590*Duration • Can variation in sales be explained in terms of variation in advertising
expenditures, prices, and level of distribution?
• Can variation in market shares be accounted for by the size of the
sales force, advertising expenditures, and sales promotion budgets?
• Are consumers’ perceptions of quality determined by their
perceptions of prices, brand image, and brand attributes?

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2.2.2 Multiple Regression 2.2.2 Multiple Regression - Exercise

• Multiple regression involves a single dependent variable and • In-Class Exercise: [W10D4] 17.1 Attitude Toward the City data file
two or more independent variables. • Q: How do the duration of time residents have lived in a city and the
importance people attach to weather impact their attitudes towards the
• Q: Could you identify the predictors for each research city?
question? • Select ANALYZE from the SPSS menu bar
• Can variation in sales be explained in terms of variation in advertising • Click REGRESSION and then LINEAR
expenditures, prices, and level of distribution? • Move Attitude into the DEPENDENT box
• Move Duration and Importance into the INDEPENDENT(S) box
• Can variation in market shares be accounted for by the size of the • Select ENTER in the METHOD box
sales force, advertising expenditures, and sales promotion budgets? • Click on STATISTICS and check ESTIMATES under REGRESSION COEFFICIENTS
• Are consumers’ perceptions of quality determined by their • Check MODEL FIT
perceptions of prices, brand image, and brand attributes? • Click CONTINUE
• Click OK

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2.2.2 Multiple Regression - Exercise
• Q: How do the duration of time residents have lived in a city and the
importance people attach to weather impact their attitudes towards the
city?
• The overall regression is significant (p < .001), R^2 = 0.945. Thus, Duration
and Importance explain 94.5% of the variance in Attitude.
2.2.2 Multiple Regression - Exercise
• Q: How do the duration of time residents have lived in a city and the
importance people attach to weather impact their attitudes towards the city?
• Both Duration (beta coefficient = .76, p < .001) and Importance (beta
coefficient = .31, p < .01) can positively impact the attitude.
• Duration demonstrates a greater impact on the dependent variable than
Importance does (Attitude = 0.337 + 0.481*Duration + 0.289*Importance).

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2.3 Practice: Nike Data File 2.3 Practice: Nike Data File
• In-Class Exercise: Analyze the [W10D3] Nike data to answer 1. Calculate the simple correlations between awareness, attitude,
the following questions. preference, intention, and loyalty toward Nike and interpret the results.
• Method: Analyze > Correlate > Bivariate
1. Calculate the simple correlations between awareness, attitude,
preference, intention, and loyalty toward Nike and interpret the - Awareness of Nike is positively
results. correlated with Attitude toward
2. Run a bivariate regression with loyalty as the dependent variable Nike (r = .79, p < .001) and
and intention as the independent variable. Interpret the results. Preference for Nike (r = .60, p <
3. Run a multiple regression with loyalty as the dependent variable .001).
and awareness, attitude, preference, and intention as the - Attitude toward Nike is positively
correlated with Preference for
independent variables. Interpret the results.
Nike (r = .60, p < .001).
- Purchase Intention is positively
correlated with Loyalty for Nike (r
59
= .76, p < .001) 60
2.3 Practice: Nike Data File
2. Run a bivariate regression with loyalty as the dependent variable and
intention as the independent variable. Interpret the results.
Method: Analyze > Regression > Linear
The overall regression is
significant (p < .001), R^2 =
0.576. Thus, Intention explains
57.6% of the variance in loyalty.
2.3 Practice: Nike Data File
3. Run a multiple regression with loyalty as the dependent variable and
awareness, attitude, preference, and intention as the independent
variables. Interpret the results.
Method: Analyze > Regression > Linear Only the coefficient for Intention is
The coefficient for Intention (beta significant at the 0.05 level.
coefficient = .759) is significant at
the 0.05 level (p < .001). The overall regression is Loyalty = 0.526 + 0.031 Awareness –
Loyalty = 0.878 + 0.757*Intention significant (p < .001), R^2 = 0.034 Attitude + 0.059 Preference +
0.588. Thus, four factors explain 0.784 Intention
58.8% of the variance in loyalty.

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3.1 Using Graphs for Different Purposes

Data Preparation and Analysis
• Pie Chart
Motor Vehicle Unit Retail Sales USA by
Category (October 2016)
3. Data Presentation A pie chart is not useful for
displaying relationships
3.1 Using Graphs for Different Purposes over time or relationships
3.2 Storytelling with Data among several variables

As a general guideline, it is
recommended to limit the
number of sections in a pie
chart to no more than
seven. Suitable for single-
response MCQ
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3.1 Using Graphs for Different Purposes 3.1 Using Graphs for Different Purposes
• Line Chart • Bar Chart
Motor Vehicle Unit Motor Vehicle Unit Suitable for
A line chart connects a series of Retail Sales USA by Suitable for Retail Sales USA by multiple-option
data points using continuous A bar/column chart displays
Category longitudinal Category (October MCQ and interval
lines. data in various bars that may
(June–October 2016) research design 2016) scales
be positioned horizontally or
vertically
This is an attractive way of
illustrating trends and changes The histogram is a vertical bar
over time chart in which the height of
the bars represents the
relative or cumulative
Several series can be compared frequency of occurrence of a
on the same chart specific variable

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3.1 Using Graphs for Different Purposes 3.1 Using Graphs for Different Purposes
• Pictograph • Perceptual Map
Motor Vehicle Unit Retail Sales USA by Category (October 2016) Perceptual (Positioning) Map is used by market researchers and
marketers to show how target customers perceive the brand, its
product or its service relative to competitors’

A pictograph uses small pictures or symbols to display the data.

67 68
3.1 Using Graphs for Different Purposes
• Word Clouds
Word clouds are helpful to
present the frequencies of
different words in a visual
manner.
But this approach is not great
to present exact frequencies.
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3.2 Storytelling
71
3.1 Using Graphs for Different Purposes
• Talk Bubble/Generic Image
When presenting a quote
from Focus Group or
interview, it might be helpful
to use a talk bubble and a
silhouette or generic image
that can represent the
Do not identify the individual or
respondent(s) use a random photo of an actual
person you have found online
70
Key Takeaways
• For investigating hypotheses concerning mean differences,
researchers have options such as t-tests (for one or two
samples) and ANOVA (for two or more than two samples).
• To explore hypotheses regarding associations between
variables, researchers can employ methods like Product
Moment Correlation and regression analysis.
• Using Graphs for Data Presentation for Different Purposes
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Announcements
• The updated slides for this class will be available this Tuesday
evening
• Next week (Week 11) will be our e-Learning week (No-Class).
• Everyone – please submit your e-learning post (no more than 400
words) by the end of e-learning week (Nov 5; Sunday); In this posting,
you should describe an interesting observation or news that you have
recently come across and apply a principle or theory that was taught
in class to this observation or news.
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Announcements
• Business Case Project Presentation in Week 12 (Tue AM Class)
• Venue: Usual Classroom (S4-SR19)
• Presentation Time Arrangement:
• Each presentation should not exceed 20 minutes.
• Students will be divided into two batches, and each group will only attend their
designated batch.
• Batch 1 (Groups FP1-4)
• Please arrive at the classroom by 9:30 AM.
• Presentations will take place from 9:30 AM to 10:50 AM.
• Batch 2 (Groups FP5-7)
• Please arrive at the classroom by 11:10 AM.
• Presentations will take place from 11:10 AM to 12:10 PM.
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