Week 5: Analysis of Variance

Omar Thompson
Walden University
DDBA-8!8 "#antitative Decision-$akin% for B#siness Analysis
Dr& Diane D#sick
Date: '(&)'&*')*

Exemplary
(3335 points)
Acceptable
(2532 points)
Minimal Acceptance
(024 points)
Analytical
Composition 35
points
Assignment includes
thoroughly documented
elements as provided in the
assignment requirements.
Including but, not limited to, a
clear understanding and
interpretation of the table
results, identification of
notable patterns, trends,
relationships, associations, as
well the use of academic
sources and a summary of
the results wherein a clear
understanding is evident.
Overall the work reflects
organized thought, dialectic
reflection, and higher-order
thinking.
Assignment does not
thoroughly document
elements as provided in the
assignment requirements.
articular parts including but
not limited to, a clear
understanding and
interpretation of the table
results, identification of
notable patterns, trends,
relationships, associations, as
well the use of academic
sources and a summary of the
results are not well done or do
not provide a clear
understanding. !he analysis is
not well-done, but does
contain some indication of
organized thought and higher-
order thinking indicative of
doctoral quality writing.
Assignment fails to document
elements as provided in the
assignment requirements.
articular parts including but
not limited to, a clear
understanding and
interpretation of the table
results, identification of
notable patterns, trends,
relationships, associations,
as well the use of academic
sources and a summary of
the results are poorly done or
totally absent. !he analysis
composition is poor or totally
absent, and the work does
not contain the organized
thought and higher-order
thinking indicative of a
doctoral quality writing.
Exemplary
(1920 points)
Acceptable
(1518 points)
Minimal Acceptance
(014 points)
ec!nical
Composition
20 points
Assignment provides properly
displayed and AA formatted
table"s#, as well as correct
hypotheses "null and
alternate# which provide
necessary elements
Assignment provides tables,
but errors e$ist in both the
display and%or AA format
table"s#. &ypotheses both null
and alternate are provided,
but errors in content or format
e$ist.
!ables and hypotheses are
either poorly done or totally
absent from the assignment
Exemplary
(1415 points)
Acceptable
(10"13 points)
Minimal Acceptance
(09 points)
#tyle$ %ormat$
&r'ani(ation an)
*rammar
15 points
'ollows AA writing style and
basic rules of formal (nglish
grammar and written essay
style, e$hibiting higher levels
of critical thinking than
memory%recall.
)ommunicates in a cohesive,
logical style. *oreover, the
document is well organized.
!he format is easy to follow,
flows smoothly from one idea
to another, and logically
conveys the key ideas. !he
style remains consistent.
*ostly follows AA writing
style and basic rules of formal
(nglish grammar and written
essay style, e$hibiting higher
levels of critical thinking than
memory%recall. *ostly
communicates in a cohesive,
logical style. Additionally, !he
document is presented in a
thoughtful manner+ there is an
overall organization, and most
transitions are easy to follow,
but at times ideas are unclear.
,oes not follow AA writing
style and basic rules of formal
(nglish grammar and written
essay style. ,oes not e$hibit
higher levels of critical
thinking than memory%recall.
,oes not communicate in a
cohesive, logical style. !he
document is inconsistent and
at times unorganized+ format
is difficult to follow+ transitions
of ideas are abrupt and
distracting.
One-Way Analysis of Variance (ANOVA)
Purpose of the Study
The p#rpose of the st#dy +as to determine if there is a si%nificant difference in level of
e,trovertedness -y hair color&
.)': There is no si%nificant difference in level of e,trovertedness -y hair color&
.)A: There is si%nificant difference in level of e,trovertedness -y hair color&
/or this p#rpose0 a random sample )8 men from a local colle%e camp#s is selected& O#t
of total )8 respondents0 si, +ere -londs1 si, +ere -r#nets and si, redheads& A social e,troversion
of each individ#al +as meas#red&
Descriptive Statistics
The mean social e,troversion score for Blonds 2M 3 5&)40 SD 3 *&450 n 3 (6 is hi%hest
follo+ed -y Br#nette 2M 3 !&(40 SD 3 )&*)0 n 3 (6 and 7edhead 2M 3 *&!!0 SD 3 *&))0 n 3 (6
2see ta-le )6&
Ta-le )
Descriptive Statistics: Social Extroversion to Hair Color
.air 8olor M SD n
Blond 5&)4 *&45 (
Br#nette !&(4 )&*) (
7edhead *&!! )&'! (
Total !&4* *&)) )8
Figure 1& Distri-#tion of levels of e,troversion -y hair color&
Inferential Statistics
The res#lts of the analysis of variance indicate there is not a si%nificant difference in
social e,troversion -y hair color0 F 2*0 )56 3 !&5)0 p 3 '&'5( 2see Ta-le *6& The partial eta
s9#ared val#e is '&!* +hich indicates a moderate effect si:e&
Ta-le *
Analysis of Variance: Tests of Beteen!Su"#ect Effects
;o#rce $f F p
<artial =ta
;9#ared
8orrected $odel * !&5) '&'5( '&!*
>ntercept ) 4*&( ? '&') '&8!
.air * !&5) '&'5( '&!*
=rror )5 !&!
Total )8
8orrected Total )4
Conclusions
/rom the res#lts of A@OVA0 +e fail to reAect the n#ll hypothesis and hence +e can
concl#de that the social e,troversion doesnBt vary +ith the hair color&
eco!!endations
The similar st#dy can -e cond#cted +ith a lar%er sample si:e0 so that the res#lts o-tained
+ill -e more valid and applica-le over a lar%er pop#lation&
"#o-Way ANOVA
Purpose of the Study
<#rpose of this st#dy is to find in ho+ m#ch time fathers of children +ith a disa-ility play
+ith their children& /or this p#rpose0 sample of (' fathers in si, cate%ories +ere selected& These
si, cate%ories are as: 2a6 fathers +ith a -oy +ith no physical or intellect#al disa-ility0 2-6 fathers
+ith a %irl +ith no physical or intellect#al disa-ility0 2c6 fathers +ith a -oy +ith physical
disa-ility0 2d6 fathers +ith a %irl +ith a physical disa-ility0 2e6 fathers +ith a -oy +ith an
intellect#al disa-ility0 and 2f6 fathers +ith a %irl +ith an intellect#al disa-ility& /athers +ere asked
to record ho+ many )' min#te se%ments per day they spent playin% +ith their child for five days&
The play time score is then avera%ed across the five days&
The hypothesis for this st#dy is as follo+s&
.)': There is no si%nificant difference in the mean play time score accordin% to disa-ility
stat#s of child&
.)A: There is si%nificant difference in the mean play time score accordin% to disa-ility
stat#s of child&
.*': There is no si%nificant difference in the mean play time score accordin% to %ender of
child&
.*A: There is si%nificant difference in the mean play time score accordin% to %ender of child&
.!': There is no si%nificant interaction -et+een the t+o independent varia-les disa-ility and
%ender on play time&
.!A: There is si%nificant interaction -et+een the t+o independent varia-les disa-ility and
%ender on play time&
Descriptive Statistics
;i,ty fathers participated in the st#dy +ith children0 +ho +ere cate%ori:ed into three different
levels of disa-ility as: 2a6 typically developin%0 2-6 physical disa-ility0 or 2c6 mental retardation&
The st#dy incl#ded -oth %enders: 2a6 male and 2-6 female children& Th#s +e have si, different
%ro#ps as: 2a6 fathers +ith a -oy +ith no physical or intellect#al disa-ility0 2-6 fathers +ith a %irl
+ith no physical or intellect#al disa-ility0 2c6 fathers +ith a -oy +ith physical disa-ility0 2d6
fathers +ith a %irl +ith a physical disa-ility0 2e6 fathers +ith a -oy +ith an intellect#al disa-ility0
and 2f6 fathers +ith a %irl +ith an intellect#al disa-ility&
/ive of the a-ove %ro#ps incl#de )' children per %ro#p and the %ro#p0 #nder mental retardation
there +ere 5 male and )) female children participants&
/or his st#dy +e o-served0 the avera%e father playtime for typically developin% children +as
4&'5 2SD3 )&556& >n the physical disa-ility cate%ory0 the mean father playtime +as !&* 2SD3
)&4'6& $ean+hile0 for the mental retardation %ro#p0 the cate%ory mean +as !&(5 2SD3 )&((6&
When comparin% the avera%e father playtime across all %ro#ps the mean +as &(! 2SD3 *&41 see
Ta-le !6& The hi%hest level of playtime +as fo#nd to -e in the typically developin% children
%ro#p0 +hile the lo+est level came from the physical disa-ility cate%ory&
Ta-le !
Descriptive Statistics: %lay Ti&e "y 'en$er an$ Disa"ility Type
Disa-ility ;tat#s of the 8hild Cender of 8hild M SD n
Typically Developin% $ale 4&! )&8! )'
/emale (&8 *&*' )'
Total 4&'5 )&55 *'
<hysical Disa-ility $ale ! )&5( )'
/emale !& )&5 )'
Total !&* )&4 *'
$ental 7etardation $ale !&** )&4* 5
/emale )&() ))
Total !&(5 )&(( *'
Total $ale &55 *&() *5
/emale &4) *&!4 !)
Total &(! *&4 ('
Inferential Statistics
$ypothesis %& The res#lts indicate that there is a si%nificant difference in the amo#nt of
time fathers spend +ith their children -ased on the disa-ility stat#s of the child0 F2*0 56 3 *4&)0
p ? '&'')&2see Ta-le 6&
$ypothesis '& The res#lts indicate that there is a no si%nificant difference in the amo#nt
of time fathers spend +ith their children -ased on the disa-ility stat#s of the child0 F2*0 56 3
'&*!*0 p 3 '&(!* 2see Ta-le 6&
$ypothesis (& The res#lts indicate that there is no si%nificant difference in the amo#nt of
time fathers spend +ith their children -ased on %ender and the disa-ility stat#s of the child
com-ined0 F2)0 56 3 '&(5!0 p 3 '&5*5 2see Ta-le 6&
Ta-le
To!(ay A)*VA: Tests of Beteen!Su"#ect Effects
;o#rce $f F p
<artial =ta
;9#ared
8orrected $odel 5 ))&'8 ? &'') &5)
>ntercept ) !88&'! ? &'') &88
Disa-le * *4&) ? &'') &5'
Cender ) '&*!* '&(!* &''
Disa-leDCender * '&(5! '&5*5 &'*
=rror 5
Total ('
8orrected Total 55
Figure 1+ Distri"ution of levels of playti&e it, fat,er "y gen$er an$ "y $isa"ility status+
=,amination of the post hoc test indicated that fathers of typically developin% children
spent !&85 more min#tes playin% +ith their children than fathers of children +ith a physical
disa-ility 2p ? '&'')60 and !& more min#tes playin% +ith their children than fathers of children
of children +ith some form of mental retardation 2p - .+..1/0 see Ta-le 56&
Ta-le 5
Multiple Co&parisons
2>6 Disa-ility
stat#s
2E6 Disa-ility
stat#s
$ean Diff
2>-E6 SE p
Fo+er
-o#nd
Upper
-o#nd
Typically
Developin%
<hysical
Disa-ility
!&85 &54 ? &'') *&4 5&*!
$ental
7etardation
!& &54 ? &'') *&'* &48
<hysical
Disa-ility
Typically
Developin%
-!&85 &54 ? &'') -5&*! -*&4
$ental
7etardation
-&5 &54 &4) -)&8! &5!
$ental
7etardation
Typically
Developin%
-!& &54 ? &'') -&48 -*&'*
<hysical
Disa-ility
&5 &54 &4) -&5! )&8!
Conclusions
/athers played the most +ith -oth male and female typically developin% children compared to
physically disa-led and mentally retarded children& 2;ee /i%#re )6&
eferences
Bosla#%h0 ;& 2*')!6& Statistics in a nuts,ell 2*nd ed&6& ;e-astopol0 8A: OG7eilly $edia0 >nc&
Creen0 ;& B&0 H ;alkind0 @& E& 2*'))6& 0sing S%SS for (in$os an$ Macintos,: Analy1ing an$
un$erstan$ing $ata 2(th ed&6& Upper ;addle 7iver0 @E: <rentice .all&