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Data Analysis Plan

RSCH FPX 7864 Assessment 2 Correlation Application and Interpretation

The main variables in this study are the Final grade, the GPA, the Quiz1 score, and the Total grade. The purpose of this research is to synthesize the information recorded by teachers throughout all three modules of the program, including student demographics, performance on formative assessments, and test results. The question we’ll be trying to answer in this study is whether or not students’ final grades tend to correlate with their grade point average. Sometimes referred to as “quantitative variables,” continuous variables may be measured in a variety of ways (Sneyd et al., 2022). Unlike discrete variables, continuous variables may take on an endless range of values. The ultimate is the response variable; GPA is the predictor variable; the student’s sexual identity is the nominal variable; and GPA is absolute and proportional. Given an alpha of 0.05, the specified sample size (N) is 105. The study’s research question, null and alternate hypotheses for total-final correlation are shown below.

• Research question: Is there any significant relationship between the total grade and the final grade of the students?
• The null hypothesis (Ho) is: There is absence of a linear correlation between the total and final grades of students.
• The alternative hypothesis (HA) is: There is a linear correlation between the total and final grades of the students. 

The study’s research question, null hypothesis and alternate hypothesis for gpa-quiz1 correlation are shown below.

• Research question: Is there any significant relationship between the gpa and quiz1 of the students?
• The null hypothesis (Ho) is: There is absence of a linear correlation between the gpa and quiz1 grades of students.
• The alternative hypothesis (HA) is: There is a linear correlation between the gpa and quiz1 grades of the students.

Testing Assumption

Figure 1: Descriptive Statistics

RSCH FPX 7864 Assessment 2 Correlation Application and Interpretation

Above, the descriptive statistics table shows the skewness and kurtosis values for both the GPA and the final. Overall grade point average skewness is -0.220, kurtosis is -0.688, final exam skewness is -0.341, and kurtosis is -0.277. The GPA and the final are almost identically symmetrical, with skewness values between -1 and 1. The distribution of both GPA and final marks is almost symmetrical since both sets of data fall within the range of -0.5 to 0.5. Additionally, according to Sneyd et al. (2022), the descriptive statistics demonstrate that the research data follows a normal distribution. Therefore, the results conform to the expectations for normally distributed data. After looking at the data from the descriptive statistics, it’s clear that the study’s presuppositions were correct. Each parameter’s dependency on another makes it possible for the data to be used separately and compared (Sneyd et al., 2022). Thus, if the data is utilized properly, this is correct. In order to prove that the normal distribution concept is true, the analysis relies on the descriptive statistics

sheet, which shows that both ends of the bell curve hold true for the data.

Results and Interpretation

RSCH FPX 7864 Assessment 2 Correlation Application and Interpretation

Figure 2: Correlation between variables