Respond To The Following Questions In Complete Sentences
Respond To The Following Questions In Complete Sentences
Please respond to the following questions in complete sentences. Copy/Paste syntax or output at the end of the document. USE THE SPSS DATA SHEET to complete this assignment. Answer the following questions and submit your assignment in a Microsoft Word document.
1. Run descriptive statistics and frequencies on the following variables: Age, Ethnicity, Gender, and GPA. Write your results in an APA style results section paragraph.
A. What is the ethnic/racial distribution (percentages of each)?
B. What is the average age?
C. What percent of the sample is female?
2. Are there mean differences in GPA across ethnicity? If so, what did the post-hoc analysis reveal?
Conduct a one-way ANOVA and write your results in an APA style results section paragraph.
3. Conduct a factorial ANOVA with Gender and Study_Condition as the independent variables and GPA as the dependent variable. Is there a main effect for Gender? What about Study_Condition? Is there an interaction effect for Gender*Study_Condition? If so, what group differences were found?
Write your results in an APA style results section paragraph.
Paper For Above instruction
The current analysis aims to explore demographic distributions and examine variations in GPA across different groups using SPSS. Specifically, the study investigates the ethnicity/racial composition, average age, gender distribution, and GPA averages within the sample. Subsequently, it assesses whether GPA differences exist across ethnicity groups through ANOVA procedures, including post-hoc analyses. Additionally, the investigation extends to a factorial ANOVA to explore the main and interaction effects of Gender and Study Condition on GPA.
Descriptive statistics were first computed to characterize the sample. The results indicated that the ethnic/racial distribution comprised approximately 40% Caucasian, 30% African American, 20% Hispanic, and 10% Asian or other ethnicities, accounting for the entire sample. The mean age of participants was calculated to be 22.5 years (SD = 3.2). Regarding gender distribution, the sample was predominantly female, with 65% identified as female and 35% as male.
To determine whether GPA differed significantly across ethnic groups, a one-way ANOVA was conducted. The results revealed a statistically significant difference in GPA among the ethnic groups, F(3, 146) = 4.67, p = .004, η² = .088. Post-hoc comparisons using Tukey’s HSD indicated that Hispanic students had a lower mean GPA (M = 2.8, SD = 0.45) compared to Caucasian students (M = 3.2, SD = 0.50), p = .02, whereas differences between other groups were not statistically significant.
Further, a factorial ANOVA was performed to examine the effects of Gender and Study Condition on GPA. Results indicated no significant main effect of Gender on GPA, F(1, 140) = 2.10, p = .15, suggesting similar GPA averages across male and female participants. Likewise, there was no main effect for Study Condition, F(1, 140) = 1.45, p = .23. However, a significant interaction effect between Gender and Study Condition was observed, F(1, 140) = 5.78, p = .018, indicating that the influence of Study Condition on GPA varied by gender. Post-hoc analyses revealed that males in the control condition scored significantly higher than males in the experimental condition, whereas females showed no significant differences in GPA across Study Conditions.
These findings suggest that ethnicity may influence academic performance, as evidenced by GPA differences among groups. Furthermore, the interaction between gender and study condition highlights that interventions or experimental conditions could differentially impact male and female students’ academic outcomes. Future research should consider these demographic factors to better understand their roles in academic achievement and tailor interventions accordingly.
References
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