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Multiple Regression (Part 2) (DR SEE KIN HAI) 3. Hierarchical Multiple Regression
From the data given answer the Research Question belw: Previous research has suggested that number of previous (Prevad) admissions is the salient (most important) predictor of length of stay in RIPAS. Is this hypothesis correct? 1. Select [Analyze] then [Regression] then [Linear] to open the [Linear Regression] dialogue box. 2. Select [Stay] move to [Dependent] box and [Age] into [Independent] box

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After you have selected [Statistics] you will see this sub-dialogue box. Select [Estimates], [Model fit] and [R sq change] as shown then [Continue]

It is important for this type of analysis to know [R sq change] as each independent variable is added to the equation to see if the change is

y = a + b1 x1 + b2 x2 where y=estimated length of stay, x1 =Age, b1 =Regression coefficient for x1 and x2 = Prevad, b2 = Regression coeff for x2
significant.

To Plot Charts (You will get the same charts as Standard Regression) 1. Click on [Plots..] to open the [Linear Regression Plots] sub-dialogue box.

3 Interpreting the output

1. From the Model Summary table, the variable entered on the first [Block 1] is [Prevad]. The [Rsquare] for this block is 0.721 meaning [Prevad] explains 72.1% of the variance of [Length of stay] in RIPAS. 2. Model 1 (or Block 1) with F1,13 = 33.604 is significant at p < 0.01 meaning the regression equation at the first stage explain a significant proportion of the variance in [Stay]. 3. The variable entered in the second block is [Age] with adjusted R-square = 0.825 meaning [Prevad] together with [Age] explain 82.5% of the variance of [Length of stay] in RIPAS. F1,12 = 10.361 is significant at p < 0.01. Thus the first 2 steps of the regression equation explain a significant proportion of the variance in [Stay].

1. The simplest interpretation of the output will be for you to look at Model/Block 2 of the [Coefficients Table] and examine the [Beta], [t] and [Sig] columns. 2. The correlation [Beta] between [Prevad] and [Stay] is 0.006 when the other predictor [Age] is taken into account. The correlation is not significant at p < 0.01 level. The variable [Age] has correlation coefficient [Beta] = 0.916 is now significant at p < 0.01 by suppressing the zero-order coefficient between [Prevad] and [Stay] 3. Now having control [Prevad] in [Block 1] the correlation between [Age] and [Stay] is 0.916 and is significant at 0.01 level.

3 variables MAH_1 to MAH_3 are added to your DATA file when you run this Analysis

Reporting the output Table 1.0 Hierarchical multiple regression of predictors of Length of stay in RIPAS Blocks Block 1 Prevad Block 2 Age B 0.957 1.050 Standard error B 2.613 0.326 Beta 0.006 0.916*

* Significant at 0.01. In a hierarchical multiple regression, potential predictors of [Stay] were entered in blocks. [Prevad] was entered first, then [Age] was added in the second block. The final model 2 (in this case, you may have Model 3 or Model 4) indicated [Prevad] was a non-significant low positive predictor ( B = 0.957) of [Stay]. [Age] was a significant positive predictor (B = 1.050) at 0.01 level. For the Research Question 3: [Prevad] on its own is a salient predictor of [Stay] but when in combination with [Age] its effect is not significant.

6 COURSEWORK Using the data of 20 students who have been randomly selected from Year 11 of SMJA below, you wanted to examine the relationship between the academic results of any subject (you name it) , students mental ability, time in hours watching TV per week and students attitude towards the subject. You have formulated the following research questions. Using suitable statistics, analyze each of these questions below. 1. What contribution do students mental ability, time watching TV and attitude make to the prediction of students academic results (in any subject you name it)? 2. Which independent variables (mental ability, time watching TV and attitude) contribute highly (or are the best predictors) to students academic results? 3. You as a teacher wanted to convince your students that spending too much time in watching TV can have a negative effect on their academic performance. Is your hypothesis correct? Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Time watching TV (hrs/week) 4 10 14 12 4 5 8 11 13 15 16 3 3 2 1 10 8 9 12 11 M Ability (100) 60 40 20 30 55 70 35 50 30 20 25 65 90 85 90 40 50 55 40 35 Attitude (50) 35 26 10 19 40 45 28 20 20 11 12 30 48 47 48 20 28 27 25 20 Scores (50) 27 17 7 12 30 38 20 15 10 5 6 35 40 45 48 18 22 20 14 16