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ACNOWLEDGEMENT
1
Firstly, I would like to thank whole-heartedly to ALLAH, THE ALMIGHTY.
Who gave me courage, knowledge and confidence to carry out & complete this
project. I am also thankful to our respected Sir, Mr. Khushnoor, who gave the
useful information and guidance to complete this project. I would also like to
thank my PARENTS who are there to motivate me and build my confidence
which helps me in walk of my life.
Scenario
2
Data has been gathered to find the impact of various educational factors on CGPA of Students.
We have taken a sample of 38 students, 19 males and 19 females, of fourth semester doing BBA
(HONS) in International Islamic University.
Relationship of dependent variable (CGPA) has been made with various Impendent variables
(Inter pct, Medium of Instruction, Institute, Quantitative Subjects (Principles of Accounting1,
Principles of Accounting2 and Cost Accounting) and Verbal Subjects (Functional English1,
Functional English 2 and Oral Communication)) using the software SPSS (Statistical Package
for Social Sciences).
First we used Scatter Matrix, Correlations Matrix and then Mean mutually for all students
Secondly, we split the results according to gender, and separately observed Scatter Matrix,
Correlation Matrix and Mean.
2
CONTENTS
A Brief Introduction to SPSS..........................................................................................................5
VARIABLE VIEW....................................................................................................................11
Variable Name.......................................................................................................................12
Variable Types......................................................................................................................13
Variable Width and Decimal places.............................................................................................13
Variable Labels......................................................................................................................14
Value Labels.........................................................................................................................15
Data Display.........................................................................................................................17
Measurement Scale of Variables.................................................................................................18
DATA VIEW...........................................................................................................................20
Computing Variables..................................................................................................................22
Modifying Variables...................................................................................................................24
Again Recoding values into a new variable.......................................................................................28
Creating charts - drawing a scatter plot............................................................................................31
SCATTER MATRIX..................................................................................................................34
RESULTS and INTERPRETATIONS..........................................................................................37
CORRELATIONS.....................................................................................................................39
RESULTS and INTERPRETATIONS..........................................................................................41
Mean and Standard Deviation........................................................................................................44
RESULTS and INTERPRETATIONS..........................................................................................45
Measurements According to Gender................................................................................................46
SCATTER MATRIX for Males.....................................................................................................48
RESULTS and INTERPRETATIONS..........................................................................................48
SCATTER MATRIX for Females..................................................................................................50
RESULTS and INTERPRETATIONS..........................................................................................51
CORRELATION According to Gender............................................................................................52
RESULTS and INTERPRETATIONS for Males.............................................................................54
RESULTS and INTERPRETATIONS for Females..........................................................................57
MEAN AND Standard Deviation According to Gender........................................................................59
1
RESULTS and INTERPRETATIONS for Females..........................................................................60
SPSS provides facilities for analyzing and displaying information using a variety of techniques.
It looks a lot like Microsoft excel as they are both spread sheets. However there are at least two features
of SPSS which distinguish from excel which makes it particularly useful for employment in social
sciences.
Prerequisites
Basic familiarity with Windows and at least an elementary knowledge of simple statistics (statistical theory is not
explained).
2
Close
Standard Bar Restore Down/ Maximize Window
Menu Minimize
Questionnaire
ABSTRAT
We are conducting a survey on how do various educational factors effect the CGPA
of students.
1
All questions contained in the questionnaire are highly confidential and will
be used only for research purposes.
1
This dataset has 38 observations and 11 variables. The data is in fixed column format;
each measurement forms a column and the values in each column make up a variable.
1 M 3.9 78 E Pvt A A A B+ B+ A
2 M 3.4 70 E Pub A B+ B+ B+ B+ B+
3 M 3.9 82 E Pub A A A A B+ A
4 M 3.3 70 U Pub B C C A B+ A
5 M 3.08 80 E Pub B B C+ C+ B B+
6 M 3.0 73 E Pvt C C+ C B B+ B+
7 M 2.70 56 E Pub C B C C+ C B+
1
8 M 3.54 81 E Pvt A A A B+ B+ A
9 M 3.87 85 E Pub A B+ B+ B+ B+ B+
10 M 2.23 68 E Pvt B+ C B+ B A B+
11 M 3.01 71 E Pub A B B+ C B B+
12 M 3.45 76 E Pvt C C B+ B+ B+ B+
13 M 3.41 80 U Pvt A C+ B+ B+ B+ A
14 M 3.5 83 E Pvt A C+ B+ B+ B+ B+
15 M 3.35 60 E Pub A B B+ B+ C+ A
16 M 3.50 70 E Pvt A B B B+ C+ A
17 M 2.96 75 E Pub C+ C C B+ C+ B
18 M 2.5 64 E Pub C C C+ B+ C B
19 M 3.83 78 E Pvt A C+ A A C+ A
20 F 3.4 75 E Pub A A C+ A A A
21 F 3.6 78 E Pub A B+ B+ A C B+
22 F 3.66 68 E Pvt A B+ A C
23 F 3.5 80 U Pvt A B+ B+ C+ C+ B+
2
24 F 3.4 82 E Pub B+ B+ B+ B C+ B+
25 F 3.77 74 E Pub A B+ A A B+ A
26 F 3.25 70 E Pub B+ B+ B B C+ B+
27 F 3.69 76 E Pub A A A B+ C+ B+
28 F 3.36 79 E Pub B B B+ A B A
29 F 2.89 63 E Pub C+ C+ F A C+ B+
30 F 2.9 62 E Pub C B+ C B+ C B
31 F 2.83 70 E Pub C C C B+ C A
32 F 2.9 67 E Pub B C+ F B B+ B+
33 F 3.42 75 U Pub B+ C+ A B+ B B+
34 F 2.8 70 U Pub C+ C B+ B+ B B+
35 F 2.67 70 E Pub B C+ C B+ C+ B+
36 F 3.16 68 E Pub C B C+ C+ B+ A
37 F 3.04 73 U Pub C+ B+ C+ B B B+
38 F 2.6 75 E Pub C+ B F B B+ B+
Table
3
VARIABLE VIEW
We will not enter data directly in the Data View; rather it is more preferable to first
give the name and other features of the variable going into the variable view.
1
Variable View has total 10 Columns:
Name, Type, Width, Decimals, Label, Values, Missing, Columns, Align and Measure.
Variable Name
3
➢ Spaces and special characters (eg !, ?, ', and *) cannot be used;
➢ Each variable name must be unique; duplication is not allowed;
Point and click on the cell in row 1 and column 1. Type Gender in this cell. Use the down arrow to move
to row 2, column 1.
Type CGPA in this cell. Use the down arrow to move to row 3, column 1.
Continue with this process until all 12 variable names given in the Table 2
Variable Types
The Type column is showing Numeric for all rows. This means that numeric
(number) values will be expected in the dataset relating to these variables. This is correct for all the
variables.
1
Variable Width and Decimal places
The next column is headed Width and deals with the maximum number of characters that will be
displayed for a particular variable in all output relating to this variable. It does not control the display in
the Data View window, which is determined by Columns - see later. For a numeric variable it needs to be
considered alongside the next column labeled Decimals. The value in this column indicates the number
of decimal places that will be displayed in all output relating to this variable. By default the Width value
is set to 8 and Decimals to 2.
For finer control of your output, you can alter values as necessary.
➢ Width 1, Decimals 0 for variables Gender, MOIM, Institute, A1, A2, A3, E1, E2, E3
➢ Width 2, Decimals 0 for variable inter pct.
➢ Width 3, Decimals 2 for variable GPA
Variable Labels
1
The next column is headed Label and is used to inform SPSS about the details associated with each
variable name. The maximum length of any label is 256 characters and there are no restrictions on what
may appear. Spaces are entered just as typed. If you want to specify where a new line appears in a label,
type \n within the text and SPSS will wrap the label at this point.
Moving to the first row, fifth column, click on the cell and type in the words: ‘Gender of the student’, the
width of the column will expand to allow for the number of characters in the label.
➢ Continue entering the labels for all the other variables as given in the earlier table.
➢ To correct any existing labels, double-click on the entry and edit as you would in a word
processor.
1
Value Labels
The next task is to enter Value Labels for each variable if appropriate. These will appear in the Values
column. For Gender you can indicate that M is male and F is female.
Move to row 1 column 6 and click in the cell. A dropdown menu appears so you can provide Value Label
information
In the box by the word Value type M. In the box by the word Label type Male.
3
Click on Add and watch the value and its label move to the bottom box.
In the box by the word Value now type F and the word Female in the Label box.
Click on Add.
Click OK
Click on row 4 column 6. Enter the value 0 and label E in the dropdown menu box and click Add. Enter
the Value 1 and Label U and click on Add. Click OK.
Click on row 5 column 6. Enter the value 1 and label Pub in the dropdown menu box and click Add.
Enter the Value 2 and Label Pvt and click on Add. Click OK.
Finally for the variables A1, A2, A3, E1, E2 and E3 you will need to provide six value labels for each.
Use the basic method to enter this information for the variable A1
1
➢ Value 4 has the label B
➢ Value 5 has the label B+
➢ Value 6 has the label A
Now, copy and paste for the other five variables A2, A3, E1, E2 and E3.
Data Display
The next two columns (Columns and Align) are concerned with the display of data in the Data View
window. For the purposes of this example dataset, the default values of a column 8 characters wide and
the values right aligned are fine. When you have entered your data as instructed below, return to the
Variable View window and change one or more of these values. Then flip to the Data View window and
see the effect your choice has made.
1
The final column is concerned with the measurement scale properties of your variable. In statistics
certain procedures are only appropriate for variables measured on specific scales of measurement. The
measure characteristics recognized by SPSS are as follows:
You should be able to recognize that in the example dataset, there are:
Starting with Gender in row 1, column 10, click on the cell and choose the appropriate measure. (You
should not have to change this from the default).
We have now defined all the information that SPSS needs to know about the characteristics of your
specific dataset.
1
We may return to the Variable View window at any time if further changes are needed.
3
DATA VIEW
Rows: Cases/Respondents
The Data View pane of the Data Editor window is used to enter the data.
Displayed initially is an empty spreadsheet with the variable names you have defined appearing as the
column headings.
5
To enter the first respondent’s data, click the first cell of Gender. Type 0.
Press the <Tab> key or right arrow once and the heavy outline moves to the next column.
Type in 3.90 and press the <Tab> key.
Type in 78 and press the <Tab> key.
Type in 0 and press the <Tab> key.
Follow the same procedure along the first row until all eleven data values are entered.
Move back to row 2, column 1 and start to enter the values for interview 2. Press the <Tab> key twice to
skip over a column.
1
Some people find it easier to enter data by column rather than by row. The method is similar except that
you use the down arrow key instead of the <Tab> key.
The <Home> and <End> keys take the cursor to the first or last column of a particular case. <Ctrl +
Home> will take you to row 1, column 1, and <Ctrl + End> to the last used cell.
Computing Variables
3
To gather up all quantitative in one and verbal subjects in another variable:
You can create a new variable to hold the new recoded values and preserve the original values:
Press
In Numeric expression, this would appear MEAN (?,?)
From source list enter A1, A2, A3 separating by commas.
1
To gather all the verbal subjects, follow the same procedure by putting ‘Verbal’ in
Target Variable
Function group click All
Functions and transferable groups click Mean
Press
In Numeric expression, this would appear MEAN (?,?)
From source list enter E1, E2, E3 separating by commas.
3
Two more columns would be added in Data View: QUANT and Verbal
At this point the DATA would give us an inappropriate result because of the
wrong assigning of values in A1, A2, A3, E1, E2 and E3
Modifying Variables
Transform Recode into different variables
3
Press Old and new values and change the written values:
In Old Values enter 2 and in New Values enter 6 and press enter
➢ 5 with 2
➢ 4 with 3
➢ 3 with 4
➢ 2 with 5
➢ 1 with 6
3
Click Continue
➢ A22 from A2
➢ A33 from A3
➢ E11 from E1
➢ E22 from E2
➢ E33 from E3
1
Again Recoding values into a new variable
1
Use E11, E22 and E33 to make another variable: Verbal1
1
Two more columns would be added in Data View: QUANT1 and Verbal1
1
Creating charts - drawing a scatter plot
A scatter plot graphs one variable against another, and often gives an idea of any associations in the
data.
1
Enter CGPA, Inter pct, MOIM, Institute, QUANT1 and Verbal1 in Matrix Variables
Gender in Set Markers by
Press OK
1
3
SCATTER MATRIX
Gender
CGPA
Male
Female
Intercept
MOIM
Instiute
QUANT1
Verbal1
5
➢ In Chart Editor, click on the icon of fit line
1
➢ Click Close
1
Gender
M ale
CGPA
Fem ale
Fit line for Total
Intercept
MOIM
Instiute
QUANT1
Verbal1
Interpretation (Discussion)
1
A3: Result (Conclusion)
There is a slightly negative relationship between CGPA and Urdu Medium of Instruction.
Interpretation (Discussion)
When the ratio of Urdu medium intermediate pass-outs increases, CGPA decreases.
Interpretation (Discussion)
When the ratio of Public Institution pass outs increases, CGPA increases.
Interpretation (Discussion)
When marks obtained by students in quantitative subjects increase, CGPA also increases.
Interpretation (Discussion)
When marks obtained by students in verbal subjects increase, CGPA also increases.
3
CORRELATIONS
The correlations procedure calculates the (Pearson parametric) correlation between variables and is used
to measure the strength of linear association between 2variables.
To obtain the Pearson correlation coefficients of CGPA, Inter pct, MOIM, Institute, QUANT and Verbal
1
First enter the dependent variable: CGPA
Then Independent Variables: Inter pct, MOIM, Institute, QUANT1, Verbal1
Click OK
Correlations
CGPA Intercept MOIM Instiute QUANT1 Verbal1
CGPA Pearson Correlation 1 .593(**) -.010 .489(**) .791(**) .419(**)
Sig. (2-tailed) .000 .955 .002 .000 .009
N 38 38 38 38 38 38
Intercept Pearson Correlation .593(**) 1 .037 .422(**) .505(**) .334(*)
Sig. (2-tailed) .000 .825 .008 .001 .040
N 38 38 38 38 38 38
MOIM Pearson Correlation -.010 .037 1 -.030 -.086 .228
Sig. (2-tailed) .955 .825 .859 .609 .168
N 38 38 38 38 38 38
Instiute Pearson Correlation .489(**) .422(**) -.030 1 .309 .147
Sig. (2-tailed) .002 .008 .859 .059 .379
N 38 38 38 38 38 38
QUANT1 Pearson Correlation .791(**) .505(**) -.086 .309 1 .309
Sig. (2-tailed) .000 .001 .609 .059 .059
N 38 38 38 38 38 38
Verbal1 Pearson Correlation .419(**) .334(*) .228 .147 .309 1
Sig. (2-tailed) .009 .040 .168 .379 .059
1
N 38 38 38 38 38 38
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed)
VALIDITY COFFICIENTS
Interpretation (Discussion)
2
As ρ<α , we reject Ho, results are highly statistically significant i.e. at 1% level of significance. The
sample data supports the alternative hypothesis (HA). I.e. population correlation coefficient is
significantly different from zero. (The relationship between the variables in the sample also holds for
same variables in the population). To put it in other words we can generalize the sample results for the
whole population. In the current situation, the correlation between the CGPA and intermediate
percentage for students is .635 which holds for the sample as well for the whole population of students.
Result (Conclusion)
Interpretation (Discussion)
As ρ>α , o we do not reject Ho, the results are not statistically significant at 5% level of significance.
The sample data does not support the alternative hypothesis (HA). I.e. the population correlation
coefficient is not significantly different from zero. (The relationship between the variables in the sample
does not hold for same variables in the population). To put it in other words we cannot generalize the
sample results for the whole population. In the current situation, the correlation between the CGPA and
Institution for students is -0.10 which only holds for the sample and not for the whole population of
students.
Result (Conclusion)
Interpretation (Discussion)
As ρ<α , we reject Ho, results are highly statistically significant i.e. at 1% level of significance. The
sample data supports the alternative hypothesis (HA). I.e. population correlation coefficient is
2
significantly different from zero. (The relationship between the variables in the sample also holds for
same variables in the population). To put it in other words we can generalize the sample results for the
whole population. In the current situation, the correlation between the CGPA and intermediate
percentage for students is .489 which holds for the sample as well for the whole population of students.
Result (Conclusion)
Interpretation (Discussion)
As ρ<α , we reject Ho, results are highly statistically significant i.e. at 1% level of significance. The
sample data supports the alternative hypothesis (HA). I.e. population correlation coefficient is
significantly different from zero. (The relationship between the variables in the sample also holds for
same variables in the population). To put it in other words we can generalize the sample results for the
whole population. In the current situation, the correlation between the CGPA and intermediate
percentage for students is .791 which holds for the sample as well for the whole population of students.
Result (Conclusion)
Interpretation (Discussion)
As ρ<α , we reject Ho, results are highly statistically significant i.e. at 1% level of significance. The
sample data supports the alternative hypothesis (HA). I.e. population correlation coefficient is
significantly different from zero. (The relationship between the variables in the sample also holds for
same variables in the population). To put it in other words we can generalize the sample results for the
whole population. In the current situation, the correlation between the CGPA and intermediate
percentage for students is .419 which holds for the sample as well for the whole population of students.
2
Mean and Standard Deviation
Select Analyze Correlate Bivariate Options Means and Standard Deviations Continue
Descriptive Statistics
1
QUANT1 4.1535 1.29817 38
Interpretation (Discussion)
Interpretation (Discussion)
Interpretation (Discussion)
1
Interpretation (Discussion)
Interpretation (Discussion)
1
1
Select Gender from source list
Press
Click OK
1
SCATTER MATRIX for Males
Graph Legacy Dialogues Scatter plot Matrix Scatter
Gender: Male
Gender
CGPA
Male
Fit line for Total
Intercept
MOIM
Instiute
QUANT1
Verbal1
1
A2: Result (Conclusion)
There is a positive correlation between CGPA and Intercept.
Interpretation (Discussion)
When Inter pct of male students increases, CGPA also increases.
1
SCATTER MATRIX for Females
Gender: Female
Gender
CGPA
Female
Fit line for Total
Intercept
MOIM
Instiute
QUANT1
Verbal1
1
RESULTS and INTERPRETATIONS
3
When marks obtained by female students in verbal subjects increase, CGPA also increases.
N 19 19 19 19 19 19
Intercept Pearson
.635(**) 1 .058 .557(*) .448 .505(*)
Correlation
N 19 19 19 19 19 19
MOIM Pearson
.052 .058 1 .018 -.154 .400
Correlation
N 19 19 19 19 19 19
Institute Pearson
.558(*) .557(*) .018 1 .282 .398
Correlation
N 19 19 19 19 19 19
1
QUANT1 Pearson
.675(**) .448 -.154 .282 1 .486(*)
Correlation
N 19 19 19 19 19 19
Verbal1 Pearson
.598(**) .505(*) .400 .398 .486(*) 1
Correlation
N 19 19 19 19 19 19
Female CGPA Pearson
1 .505(*) -.088 .363 .952(**) .184
Correlation
Sig. (2-tailed) .027 .719 .127 .000 .451
N 19 19 19 19 19 19
Intercept Pearson
.505(*) 1 .008 .104 .597(**) .085
Correlation
Sig. (2-tailed) .027 .973 .671 .007 .730
N 19 19 19 19 19 19
MOIM Pearson
-.088 .008 1 -.118 -.017 .062
Correlation
Sig. (2-tailed) .719 .973 .631 .946 .800
N 19 19 19 19 19 19
Institute Pearson
.363 .104 -.118 1 .368 -.360
Correlation
Sig. (2-tailed) .127 .671 .631 .121 .130
N 19 19 19 19 19 19
QUANT1 Pearson
.952(**) .597(**) -.017 .368 1 .118
Correlation
Sig. (2-tailed) .000 .007 .946 .121 .630
N 19 19 19 19 19 19
Verbal1 Pearson
.184 .085 .062 -.360 .118 1
Correlation
Sig. (2-tailed) .451 .730 .800 .130 .630
N 19 19 19 19 19 19
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
2
VALIDITY COFFICIENTS
Result (Conclusion)
1
Interpretation (Discussion)
As ρ<α , we reject Ho, results are highly statistically significant i.e. at 1% level of significance. The
sample data supports the alternative hypothesis (HA). I.e. population correlation coefficient is
significantly different from zero. (The relationship between the variables in the sample also holds for
same variables in the population). To put it in other words we can generalize the sample results for the
whole population. In the current situation, the correlation between the CGPA and intermediate
percentage for male students is .635 which holds for the sample as well for the whole population of male
students.
Result (Conclusion)
Interpretation (Discussion)
As ρ>α , o we do not reject Ho, the results are not statistically significant at 5% level of significance.
The sample data does not support the alternative hypothesis (HA). I.e. the population correlation
coefficient is not significantly different from zero. (The relationship between the variables in the sample
does not hold for same variables in the population). To put it in other words we cannot generalize the
sample results for the whole population. In the current situation, the correlation between the CGPA and
Institution for male students is 0.5 which only holds for the sample and not for the whole population of
male students.
Result (Conclusion)
3
Interpretation (Discussion)
As ρ<α , we reject Ho, results are statistically significant i.e. at 5% level of significance. The sample
data supports the alternative hypothesis (HA). I.e. population correlation coefficient is significantly
different from zero. (The relationship between the variables in the sample also holds for same variables
in the population). To put it in other words we can generalize the sample results for the whole population.
In the current situation, the correlation between the CGPA and intermediate percentage for male students
is .558 which holds for the sample as well for the whole population of male students.
Result (Conclusion)
Interpretation (Discussion)
As ρ<α , we reject Ho, results are highly statistically significant i.e. at 1% level of significance. The
sample data supports the alternative hypothesis (HA). I.e. population correlation coefficient is
significantly different from zero. (The relationship between the variables in the sample also holds for
same variables in the population). To put it in other words we can generalize the sample results for the
whole population. In the current situation, the correlation between the CGPA and intermediate
percentage for male students is .675 which holds for the sample as well for the whole population of male
students.
Result (Conclusion)
Interpretation (Discussion)
As ρ<α , we reject Ho, results are highly statistically significant i.e. at 1% level of significance. The
sample data supports the alternative hypothesis (HA). I.e. population correlation coefficient is
significantly different from zero. (The relationship between the variables in the sample also holds for
1
same variables in the population). To put it in other words we can generalize the sample results for the
whole population. In the current situation, the correlation between the CGPA and intermediate
percentage for male students is .598 which holds for the sample as well for the whole population of male
students.
2
RESULTS and INTERPRETATIONS for Females
Result (Conclusion)
Interpretation (Discussion)
As ρ<α , we reject Ho, results are statistically significant i.e. at 5% level of significance. The sample
data supports the alternative hypothesis (HA). I.e. population correlation coefficient is significantly
different from zero. (The relationship between the variables in the sample also holds for same variables
in the population). To put it in other words we can generalize the sample results for the whole population.
In the current situation, the correlation between the CGPA and intermediate percentage for female
students is .505 which holds for the sample as well for the whole population of female students.
Result (Conclusion)
Interpretation (Discussion)
As ρ>α , o we do not reject Ho, the results are not statistically significant at 5% level of significance.
The sample data does not support the alternative hypothesis (HA). I.e. the population correlation
coefficient is not significantly different from zero. (The relationship between the variables in the sample
does not hold for same variables in the population). To put it in other words we cannot generalize the
sample results for the whole population. In the current situation, the correlation between the CGPA and
Institution for female students is -.088 which only holds for the sample and not for the whole population
of female students.
1
Result (Conclusion)
Interpretation (Discussion)
As ρ>α , o we do not reject Ho, the results are not statistically significant at 5% level of significance.
The sample data does not support the alternative hypothesis (HA). I.e. the population correlation
coefficient is not significantly different from zero. (The relationship between the variables in the sample
does not hold for same variables in the population). To put it in other words we cannot generalize the
sample results for the whole population. In the current situation, the correlation between the CGPA and
Institution for female students is .363 which only holds for the sample and not for the whole population
of female students.
Result (Conclusion)
Interpretation (Discussion)
As ρ<α , we reject Ho, results are statistically significant i.e. at 1% level of significance. The sample
data supports the alternative hypothesis (HA). I.e. population correlation coefficient is significantly
different from zero. (The relationship between the variables in the sample also holds for same variables
in the population). To put it in other words we can generalize the sample results for the whole population.
In the current situation, the correlation between the CGPA and intermediate percentage for female
students is .952 which holds for the sample as well for the whole population of female students.
Result (Conclusion)
1
Interpretation (Discussion)
As ρ>α , o we do not reject Ho, the results are not statistically significant at 5% level of significance.
The sample data does not support the alternative hypothesis (HA). I.e. the population correlation
coefficient is not significantly different from zero. (The relationship between the variables in the sample
does not hold for same variables in the population). To put it in other words we cannot generalize the
sample results for the whole population. In the current situation, the correlation between the CGPA and
Institution for female students is .184 which only holds for the sample and not for the whole population
of female students.
Descriptive Statistics
1
Interpretation (Discussion)
As mean intercept increases, CGPA increases.
1
When mean of Intercept is 72.47, mean CGPA is 3.202
Interpretation (Discussion)
As mean intercept increases, CGPA increases.
3
REMARKS
3
--------------------
SIGNATURES