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SPSS Research Report
SPSS Research ReportAlexia BurtonSOWK 300-01Ms. McArthur
February 25, 2012
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Abstract
This research report concerns the number of hours students watch television on weekends as it
pertains to the overall mathematics proficiency test scores for eighth grade students; the report
contains bivariate and multivariate hypothesises on the subject as well as reasoning behind
suggested assumptions. It give results attained from Nels data files and a further detailed
explanation of the found results. Lastly, an appendix............
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Hypothesis
A bivariate relationship is a relationship between two variables (an independent variable
and a dependent variable). In this case the number of hours a student watches television is the
independent variable, and the overall mathematics proficiency test score of eighth grade students
is the dependent variable. The number of hours a student watches television on the weekend has
an effect on the overall mathematics proficiency test scores for eighth grade students. Students
who watch over three hours of television on weekends will score lower on the overall
mathematics proficiency test than students who watch three hours or less than three hours of
television on weekends.
The first control variable is the sex of the respondents (students) which is represented by
a value of male or female. Sex influences the number of hours students watch television on
weekends and students’ overall math proficiency test scores. Female respondents will watch
more hours of television than male students. Therefore female students will score lower than
male students on the math proficiency test.The second control variable consists of a global
variable that indicates the percentage of students who qualify for the federal free lunch program.
Students’ qualification for free lunch will influence the number of hours students watch
television on weekends and their overall math proficiency test scores. Student who qualify for
free lunch will score lower on the math proficiency score than students who do not qualify for
free lunch.
Rationale
The number of hours students watch television on weekends will influence students’
overall math proficiency test scores. Those students who watch over three hours of television
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will score lower on the math proficiency exam because watching television requires little brain
activity and the hours student spend watching television during the weekend is a reflection of the
amount of television they watch during the week. Therefore students will spend more time
watching television and less time studying and doing homework. Students who watch three hours
or less television on the weekend will score higher on the math proficiency test than those who
watch more than three hours of television on weekends. How much television eighth grade
students watch on weekends reflects how much television they watch throughout the week;
because the they watch little television they are not able to spend more time on their school
work.
Sex will control the number of hours students watch television on the weekends in
addition to students’ overall math proficiency test scores. Female students will be prone to watch
more television than males students because male students will spend more time doing other
recreational activities than watching television. Students’ qualification for the federal free lunch
program will influence the number of hours they watch television on weekends which will in
turn have an impact on their overall math proficiency test scores. Students who qualify for free
lunch will watch more television than those students who do not qualify for free lunch, because
their parents will spend more time away from home working which leaves students to entertain
themselves using the television.
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Results
Table 1Overall Math Proficiency Score by Respondents (%)
______________________________________________________________________________R’s Television Hours
________________________________________________________
Level of Proficiency Less Than 1 Hour 1-2 Hours Totals
______________________________________________________________________________
Level 1 41.9 54.6 50.2
Level 1-2 58.1 54.4 49.8
Totals 34.6 65.4 100.0
(N) (3207) (6050) (9257)
______________________________________________________________________________
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Table 2Overall Math Proficiency Score by Respondents
Controlling for R’s Sex (%)______________________________________________________________________________
R’s Television Hours________________________________________________________
Level of Proficiency Less Than 1 Hour 1-2 Hours Totals
______________________________________________________________________________Male Respondents
Level 1 38.1 51.7 47.1
Level 1-2 61.9 48.3 52.9
Totals 33.9 66.1 100
(N) (1465) (2855) (4320)
______________________________________________________________________________Female Respondents
Level 1 45.1 57.2 53.0
Level 1-2 54.9 42.8 47.0
Totals 35.2 64.8 100
(N) (1720) (3160) (4880)
______________________________________________________________________________
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Table 3Overall Math Proficiency Score by Respondents
Controlling for R’s Qualification for Free Lunch (%)______________________________________________________________________________
R’s Television Hours________________________________________________________
Level of Proficiency Less Than 1 Hour 1-2 Hours Totals
______________________________________________________________________________R’s Who Recieved Free Lunch
Level 1 34.6 47.5 42.6
Level 1-2 65.4 52.5 57.4
Totals 38.4 61.6 100
(N) (2056) (3301) (5357)
______________________________________________________________________________R’s Who Did Not Recieve Free Lunch
Level 1 55.6 63.4 61.1
Level 1-2 44.4 36.6 38.9
Totals 29.1 70.9 100
(N) (1093) (2662) (3755)
______________________________________________________________________________
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Discussion
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References
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Appendix
DATA TABLES
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CROSSTABS
Bivariate
Multivariate
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SYNTAX FILE
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