Analysis of The Reasons of Students Math Achievement Test

Quantitative Techniques Prof.
Sofia Waleed

Superior University
1
Analysis of the reasons of students Math
Achievement test

This thesis is aim to conduct a research on intrinsic and extrinsic motivation and its
effect on employee retention. Research determine the specific intrinsic and extrinsic
motivation factors and show that which factor is suitable and impact on employee
retention. In this thesis I identify that intrinsic and extrinsic motivation factors
encourage and motivate the employees. For this purpose I use questionnaire for
collecting the data. I select banking sector of Pakistan for my research. Questionnaire
will be 20. I use SPSS for getting results of the data. I applied histogram, scatter plot,
correlation, regression and multiple regressions. I also gather the data from
secondary source i.e. from internet, articles books and journals.

Variables:
This analysis from students data which will helps us to conclude that which
are the variables who have effect on the math achievement test of any student.
Which can be help full for the other students to improve their math achievement
test. For this analysis we use six variables to analysis (Gender, father's education,
mother's education, scholastic aptitude test - math. grades in high school, geometry
in h.s & math achievement test). Description of the variables is as follows.

Quantitative Techniques Prof. Sofia Waleed

Superior University
2

Definition of Variables:

Dependent Variable:
1. Math Achievement Test: Math achievement test is a dependent variable
which depends on five other Independent variables.

Independent Variable:
1. Gender: Gender is the first independent variable which is ask to the
student while collecting there personal information.

2. Father's Education: Another independent variable is the education
of the father of the student.

3. Mother's Education: Mothers education is the third independent
variable which is asked to the student while collecting the data.

4. Scholastic Aptitude Test - Math: Marks of scholastic aptitude test - math
is an other independent variable which is used in this analysis.
5. Geometry: An other independent variable is Geometry which

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is ask to the student whether they study it or not.

6. Grades in High School: Last independent variable is grades in high
school of the student.

Relationship among Variables (Logical Basis):

1-The relationship among the different variables is on the basis of the logic that
all those students whether male or female get good marks in there math
achievement test, who have good grades in high school, then good marks in
there scholastic aptitude test - math, then we have two other major factor and
they are fathers education & there mothers education. Because both the father
& the mother play very important role in the education of there child. There is a
positive relation in the dependent & independent variable, each independent
variable is effecting the dependent variable because in any case where the
mothers or fathers education is low the student is not a top level student
because the student cant get good grades in the math achievement test , which
is try to be proved by the help of a diagram.

2- George Arthur Morgan & Nancy L. Leech explain the reasons about good
grades in math achievement test of a high school student in there book. SPSS for
0
5
10
15
20
25
30
Male Female Male Female Male Female
Grades in Geometry
Scholastic Aptitude
Test - Math
Mother's Education
Father's Education

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Introductory Statistics. Gender & other courses related to math taken by a student
in the school are the major reasons but with these reasons we have two more
reasons and that are fathers & mothers education.

Scope of the study:
With the help of this study we can prove that all these became the
factors for a student to get good grades in math achievement test, which also can
help to all the new coming students how wants study math.

Importance of the study:
The importance of the study is we can examine all those students
hows father & mother became the reason of there good marks with other some
other factures, because all these things helps a student to get better grades in there
math achievement test.

Objectives of the study:
The main objective of this study is to know all those major actors
which helps a student to improve there math achievement marks.


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Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent
gender * geometry in h.s. 75 100.0% 0 .0% 75 100.0%

The table of cross tabs is providing the information about the relation between
gender & geometry in h.s, the table shows that we have 75 valid numbers of
students was in this analysis & there is no one is missing in this test.

gender * geometry in h.s. Crosstabulation

geometry in h.s.
Total

not taken taken
gender male Count 10 24 34
Expected Count 17.7 16.3 34.0
% within geometry in h.s. 25.6% 66.7% 45.3%
female Count 29 12 41
Total Count 39 36 75

There are total 34 males students from which 24 have taken the geometry as a
subject & 10do not take it as a subject, the percentage of student who take
geometry are 66.7% where students who dont take is as a subject are 25.6%. Then

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we have female students there are 41 female students from which 12 do not study
geometry & 29 have studied geometry. 33.3% of females did not take geometry as a
subject & 74.4% have studied it. From the total of students 45.3% are males &
54.7% are females.
This cross tab table fulfills all three assumptions:
1. Both variables are normal.
2. The expected Count is more then one.
3. 80% of the percentages are more then 5%.

There is a relationship in the variables because there is a difference in there
percentages.

Chi-Square Tests

Value df
Asymp. Sig. (2-
sided)
Exact Sig. (2-
sided)
Exact Sig. (1-
sided)
Point
Probability
Pearson Chi-Square 12.714
a
1 .000 .000 .000

Continuity Correction
b
11.112 1 .001

Likelihood Ratio 13.086 1 .000 .000 .000

Fisher's Exact Test

.000 .000

Linear-by-Linear Association 12.544
c
1 .000 .000 .000 .000
N of Valid Cases 75

a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 16.32.

b. Computed only for a 2x2 table

c. The standardized statistic is -3.542.

To verify the relationship we use chi-square test. In this table we use Pearson Chi-
Square because the boxes are less then 9. Against Pearson Chi-Square & under
Asymp. Sig. value we have .000. This is less than the level of significance (0.05). So
we can say that there is relationship between the variables.


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Symmetric Measures

Value Approx. Sig. Exact Sig.
Nominal by Nominal Phi -.412 .000 .000
Cramer's V .412 .000 .000
N of Valid Cases 75

The table of Symmetric Measures is use to check that which type of relationship is
there in the variables. We are using phi so that against phi & under Approx. sig. value
we have .000, which there is a relation ship but weak.


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This graph is a result of Simple Scatter Plot. In this graph we are trying to know that
is there any correlation-ship between the two variables (math achievement &
scholastic aptitude test). In the graph we have the value of Quadratic = 0.621 &
Linear = 0.62, the difference is 0.001. This is less then the value of significance (0.05)
so we can say that there is a correlation-ship between the both variables.

Correlations

math achievement
test
scholastic aptitude
test - math
math achievement test Pearson Correlation 1 .788
**

Sig. (2-tailed)

.000
N 75 75
scholastic aptitude test - math Pearson Correlation .788
**
1
Sig. (2-tailed) .000

N 75 75
**. Correlation is significant at the 0.01 level (2-tailed).

Now we have table of correlation to know that which type of relation we have
Among the variables, against the Person Correlation & under Scholastic aptitude test
we have the value of (.788), which means that there is 79% relationship, which
shows strong relationship.


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In this Scatter Plot graph we are trying to know that is there any correlation-ship
between the two variables (math achievement & Father Education). In the graph we
have the value of Quadratic = 0.18 & Linear = 0.145, the difference is 0.035. This is
less then the value of significance (0.05) so we can say that there is a correlation-ship
between the both variables.


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Correlations

math achievement
test father's education
**

Sig. (2-tailed)

.001
N 75 73
father's education Pearson Correlation .381
**
1

N 73 73

In this table of correlation to are trying to know that which type of relation we have
Among the variables, against the Person Correlation & under Fathers Education we
have the value of (.381), which means that there is 38% relationship, which shows
moderate relationship.


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This Scatter Plot graph we have to know that is there any correlation-ship between
the two variables (math achievement & Mothers Education). In the graph we have
the value of Quadratic = 0.126 & Linear = 0.114, the difference is 0.012. This is less
then the value of significance (0.05) so we can say that there is a correlation-ship
between the both variables.


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Correlations

math achievement
test
mother's
education
**

Sig. (2-tailed)

.003
N 75 75
mother's education Pearson Correlation .338
**
1

N 75 75

In this table of correlation to are trying to know that which type of relation we have
Among the variables, against the Person Correlation & under Mothers Education we
have the value of (.338), which means that there is 34% relationship, which shows
moderate relationship.

Variables Entered/Removed
b

Model Variables Entered
Variables
Removed Method
1 scholastic aptitude
test - math
a

. Enter
a. All requested variables entered.

b. Dependent Variable: math achievement test

The information we get from this table is, there is the dependent variable & that is
math achievement test & we have to examine that is the independent variable
scholastic aptitude test have any effect on the dependent variable.


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Coefficients
a

Model
Unstandardized Coefficients
Standardized
Coefficients
t Sig. B Std. Error Beta
1 (Constant) -14.687 2.541

-5.779 .000
scholastic aptitude test -
math
.056 .005 .788 10.918 .000
a. Dependent Variable: math achievement test

The table of coefficients shows against the scholastic aptitude test & under sig. the
value is (.000). This means that there is an effect of the independent variable on
dependent variable.
Now we use the formula for the prediction of values.
y = a + bx
Where:
a = constant
b = slop of independent variable
x = independent variable
y = dependent variable

y = -14.687 + 0.056 (500)
y = -14.678 + 28
y = 13.32

Model Summary
Model R R Square Adjusted R Square
Std. Error of the
Estimate
1 .788
a
.620 .615 4.13897
a. Predictors: (Constant), scholastic aptitude test - math

In the model summary under adjusted R square we have the value of (.615). This
means 62%. So the model summary shows that the dependent variable (math
achievement) is affected by the independent variable (scholastic aptitude test) by
62%.


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b

Variables
Removed Method
1 father's
education
a

. Enter


math achievement test & we have to examine that is the independent variable &
that is fathers education is any effect on the dependent variable.

Coefficients
a

Model
Standardized
Coefficients
1 (Constant) 8.526 1.385

6.156 .000
father's education .875 .252 .381 3.475 .001

The table of coefficients shows against the fathers education & under sig. the value
is (.001). This means that there is an effect of the independent variable on
dependent variable.
y = a + bx
Where:

a = constant

y = 8.526 + 0.875 (10)
y = 8.526 + 8.75
y = 17.276

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Model Summary
Std. Error of the
Estimate
1 .381
a
.145 .133 6.04815
a. Predictors: (Constant), father's education

achievement) is affected by the independent variable (fathers education) by 13%.

b

Variables
Removed Method
1 mother's
education
a

. Enter


that is mothers education is any effect on the dependent variable.

Coefficients
a

Model
Standardized
Coefficients
1 (Constant) 8.436 1.533

5.504 .000
mother's education 1.005 .328 .338 3.064 .003


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dependent variable.
y = a + bx
Where:
a = constant

y = 8.436 + 1.005 (10)
y = 8.436 + 10.05
y = 18.486

Model Summary
Std. Error of the
Estimate
1 .338
a
.114 .102 6.32165
a. Predictors: (Constant), mother's education

achievement) is affected by the independent variable (mothers education) by 10%.

b

Variables
Removed Method
1 grades in h.s.
a
. Enter



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that is grades in h.s is any effect on the dependent variable.

Coefficients
a

Model
Standardized
Coefficients
1 (Constant) .397 2.530

.157 .876
grades in h.s. 2.142 .430 .504 4.987 .000

dependent variable.
y = a + bx
Where:
a = constant

y = 0.397 + 2.142 (4)
y = 0.397 + 8.568
y = 8.965

Model Summary
Std. Error of the
Estimate
1 .504
a
.254 .244 5.80018
a. Predictors: (Constant), grades in h.s.


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achievement) is affected by the independent variable (grades in h.s) by 24%.

b

Variables
Removed Method
1 grades in h.s.,
mother's
education,
scholastic aptitude
test - math,
father's
education
a

. Enter


math achievement test & we have to examine that is the independent variables &
that are (grades in h.s, mothers education, fathers education, aptitude test) are
effecting the dependent variable.

Coefficients
a

Model
Standardized
Coefficients
1 (Constant) -17.100 2.329

-7.342 .000
scholastic aptitude test
- math
.049 .005 .711 10.105 .000
father's education .568 .205 .247 2.770 .007
mother's education -.108 .256 -.038 -.423 .674
grades in h.s. .655 .295 .157 2.220 .030


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The table of coefficients shows against the (scholastic aptitude test, fathers
education, mothers education, grades in h.s) & under sig. the value is (.000, .000,
.007, .674, .030 respectively). This entire means that there is an effect of the
independent variable on dependent variable except mothers eduction.


y = a + bx
1
+ cx
2
+ dx
3
+ ex
4

Where:
a = constant
b = slop of independent variable (scholastic aptitude test)
c = slop of independent variable (fathers education)
d = slop of independent variable (mothers education)
e = slop of independent variable (grades in h.s)
x
1
= independent variable (scholastic aptitude test)
x
2
= independent variable (fathers education)
x
3
= independent variable (mothers education)
x
4
= independent variable (grades in h.s)

y = -17.100 + 0.049 (500) + 0.568 (10) + (-0.108) 10 + 0.655 (4)
y = -17.100 + 24.5 + 5.68 1.08 + 2.62
y = 14.62

Model Summary
Std. Error of the
Estimate
1 .850
a
.722 .706 3.52213
a. Predictors: (Constant), grades in h.s., mother's education, scholastic
aptitude test - math, father's education

achievement) is affected by all the independent variable including (scholastic
aptitude test, fathers education, mothers education, grades in h.s) by 71%.


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ANOVA
b

Model Sum of Squares df Mean Square F Sig.
1 Regression 2195.239 4 548.810 44.240 .000
a

Residual 843.566 68 12.405

Total 3038.804 72

a. Predictors: (Constant), grades in h.s., mother's education, scholastic aptitude test - math, father's
education

The table of ANOVA
b
is use only in multi regression to show the joint effects of
variables. To verify this we have to see against regression & under sig. the value is
(.000) this means that all the independent variables have jointly effect the
dependent variable.

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean
scholastic aptitude test - math 75 490.53 94.553 10.918

The table shows one sample statistics of the t-test, in this table it is shown that the
mean of scholastic aptitude test-math is 490.53.

One-Sample Test

Test Value = 500

t df Sig. (2-tailed)
Mean
Difference
95% Confidence Interval of
the Difference

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Lower Upper
scholastic aptitude test
- math
-.867 74 .389 -9.467 -31.22 12.29

The table of one sample test have the value of test variable which is 500 & it have to
be compared with the value of t-test which is 490.53. The significance value of
scholastic aptitude test math is not significant because the value of sig. against
scholastic aptitude test-math is (0.389) which is greater then the significance value
(0.05).


father's education 73 4.73 2.830 .331

mean of Fathers education is 4.73.

One-Sample Test

Test Value = 500

t df Sig. (2-tailed) Mean Difference
95% Confidence Interval of the
Difference

Lower Upper
father's education -1.495E3 72 .000 -495.274 -495.93 -494.61

be compared with the value of t-test which is 4.73. The significance value of Fathers
education significant because the value of sig. against Mothers education is (0.000)
which is less then the significance value (0.05).


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mother's education 75 4.11 2.240 .259

mean of Mothers education is 4.11.

One-Sample Test

Test Value = 500

t df Sig. (2-tailed)
Mean
Difference
Difference

Lower Upper
mother's education -1.918E3 74 .000 -495.893 -496.41 -495.38

be compared with the value of t-test which is 4.11. The significance value of
Mothers education significant because the value of sig. against Mothers education
is (0.000) which is less then the significance value (0.05).


grades in h.s. 75 5.68 1.570 .181

mean of grades in h.s test-math is 5.68.

One-Sample Test

Test Value = 500

t df Sig. (2-tailed) Mean Difference
Difference

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Lower Upper
grades in h.s. -2.727E3 74 .000 -494.320 -494.68 -493.96

be compared with the value of t-test which is 5.68. The significance value of grades
in h.s is significant because the value of sig. against scholastic aptitude test-math is
(0.000) which is less then the significance value (0.05).

Group Statistics

gender N Mean Std. Deviation Std. Error Mean
scholastic aptitude test - math male 34 516.18 99.423 17.051
female 41 469.27 85.802 13.400
math achievement test male 34 14.7550 6.03154 1.03440
female 41 10.7479 6.69612 1.04576
father's education male 33 5.55 2.818 .491
female 40 4.05 2.689 .425
mother's education male 34 4.59 2.324 .399
female 41 3.71 2.112 .330
grades in h.s. male 34 5.50 1.638 .281
female 41 5.83 1.515 .237

The table shows Group Statistics of the t-test of all the variables, in the table mean of
all the groups (males & females) are given separately, it is shown that the mean of
every group is compared individually.

Independent Samples Test

Levene's Test for
Equality of
Variances t-test for Equality of Means

F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference

Lower Upper

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scholastic
aptitude test
- math
Equal
variances
assumed
.860 .357 2.193 73 .031 46.908 21.388 4.282
89.53
5
Equal
variances
not
assumed

2.163 65.681 .034 46.908 21.686 3.606
90.21
0
math
achievement
test
Equal
variances
assumed
.537 .466 2.697 73 .009 4.00704 1.48548 1.04648
6.967
60
Equal
variances
not
assumed

2.724 72.472 .008 4.00704 1.47092 1.07515
6.938
94
father's
education
Equal
variances
assumed
1.269 .264 2.314 71 .024 1.495 .646 .207 2.784
Equal
variances
not
assumed

2.304 67.068 .024 1.495 .649 .200 2.791
mother's
education
Equal
variances
assumed
1.258 .266 1.718 73 .090 .881 .513 -.141 1.903
Equal
variances
not
assumed

1.703 67.549 .093 .881 .517 -.152 1.913
grades in h.s. Equal
variances
assumed
.574 .451 -.903 73 .369 -.329 .365 -1.056 .397
Equal
variances
not
assumed

-.897 68.145 .373 -.329 .367 -1.062 .403

In the table of Independent Sample Test we will see under Levene's Test for Equality
of Variances & then sig. value of every independent value. There is no value which is
less then the significance value (0.05) so we will consider only Equality Variances

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Assumptions. Under Sig. (2-tailed) against scholastic aptitude test math is (0.031)
which is less then (0.05) then we have math achievement test, father's education,
mother's education, grades in h.s. respectively with there significance value (0.009,
0.024, 0.090, 0.369 respectively).

Analysis of The Reasons of Students Math Achievement Test

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Analysis of The Reasons of Students Math Achievement Test

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