SPSS Research SPSS Research Report

SPSS Research Report Alexia Burton SOWK 300-01 Ms. McArthur February 25, 2012

SPSS Research Abstract This research report concerns the number of hours students watch television on weekends as it pertains to the overall mathematics proficiency test scores for eighth grade students, in addition

to sex of students and students qualification for The Federal Lunch Program. The report contains bivariate and multivariate hypothesises on the subject as well as reasoning behind suggested assumptions. It give results attained from Nels (National Education Longitudinal Study) data files in the form of American Psychological Association style tables, and a further detailed explanation of the found results. Lastly, an appendix which includes files from Nels data files, such as data tables, bivariate and multivariate crosstabs, syntax. etc.

SPSS Research Hypothesis A bivariate relationship is a relationship between two variables (an independent variable and a dependent variable). In this case the number of hours a student watches television is the

independent variable, and the overall mathematics proficiency test score of eighth grade students is the dependent variable. The number of hours a student watches television on the weekend has an effect on the overall mathematics proficiency test scores for eighth grade students. Students who watch over three hours of television on weekends will score lower on the overall mathematics proficiency test than students who watch three hours or less than three hours of television on weekends. The first control variable is the sex of the respondents (students) which is represented by a value of male or female. Sex influences the number of hours students watch television on weekends and students overall math proficiency test scores. Female respondents will watch more hours of television than male students. Therefore female students will score lower than male students on the math proficiency test.The second control variable consists of a global variable that indicates the percentage of students who qualify for the federal free lunch program. Students qualification for free lunch will influence the number of hours students watch television on weekends and their overall math proficiency test scores. Student who qualify for free lunch will score lower on the math proficiency score than students who do not qualify for free lunch.

Rationale The number of hours students watch television on weekends will influence students overall math proficiency test scores. Those students who watch over three hours of television

SPSS Research will score lower on the math proficiency exam because watching television requires little brain activity and the hours student spend watching television during the weekend is a reflection of the amount of television they watch during the week. Therefore students will spend more time watching television and less time studying and doing homework. Students who watch three hours or less television on the weekend will score higher on the math proficiency test than those who watch more than three hours of television on weekends. How much television eighth grade students watch on weekends reflects how much television they watch throughout the week; because the they watch little television they are not able to spend more time on their school work. Sex will control the number of hours students watch television on the weekends in

addition to students overall math proficiency test scores. Female students will be prone to watch more television than males students because male students will spend more time doing other recreational activities than watching television. Students qualification for the federal free lunch program will influence the number of hours they watch television on weekends which will in turn have an impact on their overall math proficiency test scores. Students who qualify for free lunch will watch more television than those students who do not qualify for free lunch, because their parents will spend more time away from home working which leaves students to entertain themselves using the television.

SPSS Research Results

Table 1 Overall Math Proficiency Score by Respondents (%) ______________________________________________________________________________ Rs Television Hours ________________________________________________________ Level of Proficiency Less Than 1 Hour 1-2 Hours Totals

______________________________________________________________________________ Level 1 Level 1-2 Totals (N) 41.9 58.1 34.6 (3207) 54.6 54.4 65.4 (6050) 50.2 49.8 100.0 (9257)

______________________________________________________________________________

SPSS Research

Table 2 Overall Math Proficiency Score by Respondents Controlling for Rs Sex (%) ______________________________________________________________________________ Rs Television Hours ________________________________________________________ Level of Proficiency Less Than 1 Hour 1-2 Hours Totals

______________________________________________________________________________ Male Respondents Level 1 Level 1-2 Totals (N) 38.1 61.9 33.9 (1465) 51.7 48.3 66.1 (2855) 47.1 52.9 100 (4320)

______________________________________________________________________________ Female Respondents Level 1 Level 1-2 Totals (N) 45.1 54.9 35.2 (1720) 57.2 42.8 64.8 (3160) 53.0 47.0 100 (4880)

______________________________________________________________________________

SPSS Research

Table 3 Overall Math Proficiency Score by Respondents Controlling for Rs Qualification for Free Lunch (%) ______________________________________________________________________________ Rs Television Hours ________________________________________________________ Level of Proficiency Less Than 1 Hour 1-2 Hours Totals

______________________________________________________________________________ Rs Who Recieved 1-5% Free Lunch Level 1 Level 1-2 Totals (N) 34.6 65.4 38.4 (2056) 47.5 52.5 61.6 (3301) 42.6 57.4 100 (5357)

______________________________________________________________________________ Rs Who Recieve 6-10% Free Lunch Level 1 Level 1-2 Totals (N) 55.6 44.4 29.1 (1093) 63.4 36.6 70.9 (2662) 61.1 38.9 100 (3755)

______________________________________________________________________________

SPSS Research Discussion Table 1 shows a bivariate relationship between eighth grade students overall math

proficiency levels and the hours students watched television. 4l.9% of students who watched less than 1 hour of television on the weekend scored at level 1 on the math proficiency test, while 54.6% of students who watched 1-2 hours of television on weekends scored at level 1 on the math proficiency test. 12.7% more students who watched 1-2 hours of television scored at level 1 on the math proficiency test than students who watched less than 1 hour of television on weekend. 58.1% of students who watched less than 1 hour of television scored between levels 1-2 on the math proficiency test. 54.4% of students who watched 1-2 hours of television on weekends scored between levels 1-2 on the math proficiency test. This means only 3.7% more students who watched less than 1 hour of television scored at levels 1-2, as opposed to students who watched 1-2 hours of television on weekends. Corresponding to my hypothesis, which estimated the more hours a student watches television on weekends, the lower a students score on the math proficiency test will be, due to less time spent studying; though results varied students who watched less than 1 hour of television on weekends scored higher on the math proficiency test. Table 2 shows the multivariate relationship between the hours eighth grade students watched television on weekends and students overall math proficiency scores according to sex. 38.1% of male students and 45.1% of female students who watched less than 1 hour of television on weekends scored at level 1 on the math proficiency test; meaning 7% more female respondents watched less than 1 hour of television and scored level 1 proficiency. 51.7% of males and 57.2% of females who watched 1-2 hours of television on weekends scored at level 1

SPSS Research on the math proficiency test; 5.5% more females watched 1-2 hours of television and attained level 1 proficiency than male students. 61.9% of males and 54.9% of females who watched less than one hour of television on weekends scored between levels 1-2 on the math proficiency test; 7% more males watched less than 1 hour of television and had a proficiency of level 1-2. 48.3% of males and 42.8% of females who watched 1-2 hours of television on weekends scored between levels 1-2 on the math proficiency test; 5.5% more males watched 1-2 hours and received a proficiency of level 1-2. Similar to my hypothesis which suggested that female

respondents would score lower than male respondents on the math proficiency test, because male take part in more recreational activities; the results indicated more males students scored higher on the math proficiency test than female students. Table 3 shows the multivariate relationship between the hours eighth grade students watch television on weekends, students overall scores on the math proficiency test, and students qualification for the federal lunch program. 34.6% of students who qualified for 1-5% of reduced lunch watched less than l hour of television on weekends and scored level 1 on the math proficiency test. While 55.6% of students who qualified for 6-10% of reduced lunch watched less than 1 hour of television on weekends and score at level 1 on the math proficiency test. This indicates 21% more students who received a higher percentage of free lunch watched less television and scored at level 1 on the math proficiency test. 65.4% of students who qualified for 1-5% of reduced lunch watched less than 1 hour of television on weekends and scored between levels 1-2 on the math proficiency test. 44.4% of students who qualified for 6-10% of reduced lunch watched less than 1 hour of television on weekends and scored between levels 1-2 on the math proficiency test. This shows 21% more students who received less reduced lunch watched less than 1 hour of television and scored between levels 1-2. 47.4% of students who qualified for

SPSS Research 1-5% of reduced lunch, watched l-2 hours of television on weekends and scored level 1 on the math proficiency test. While 63.4% of students who qualified for 6-10% of reduced lunch watched 1-2 hours of television on weekends and score at level 1 on the math proficiency test.

10

This indicates 16% more who received a higher percentage of reduced lunch watched 1-2 hours of television and scored at level 1 on the math proficiency test. 52.5% of students who qualified for 1-5% of reduced lunch, watched l-2 hours of television on weekends and scored between levels 1-2 on the math proficiency test. 36.6% of students who qualified for 6-10% of reduced lunch watched 1-2 hours of television on weekends and scored between levels 1-2 on the math proficiency test. This shows 15.9% more who received less reduced lunch watched 1-2 hours of television and scored between levels 1-2 on the math proficiency test. In correlation, to my hypothesis which suggested students who did not qualify for the federal free lunch program would score higher on the math proficiency test because their parents spend more time away from home; students who received less reduced lunch scored higher on the math proficiency test the those who qualified for more federal reduced lunch.

SPSS Research References

Cosentino de Cohen, C. (2005). Crisis Brewing? Paraprofessionals and the No Child Left Behind Act. The Urban Institute, 1-4. Retrieved from http://www.urban.org/UploadedPDF/ 311269_crisis_brewing.pdf

11

Newman, C., Todd, J., E., & Ver Ploe, M. (2011). Childrens Participation in Multiple Food Assistance Programs: Changes from 1990 to 2009. Chicago Journals,83(4), 535-564. Retrieved from http://tulibrarydb.tuskegee.edu:2194/stable/pdfplus/10.1086/663833.pdf?acceptTC=true

SPSS Research Appendix DATA TABLES

12

SPSS Research

13

SPSS Research

14

SPSS Research CROSSTABS Bivariate

15

SPSS Research Multivariate

16

SPSS Research

17

SPSS Research SYNTAX FILE

18

SPSS Research LABELS

19

SPSS Research

20

SPSS Research

21