Mid-term Exam

Intermediate Statistics

Summer, 2009

Dr. Walker

Michael Parent

Cohort XII, Ed.D

51 Harrison Street

Boonton, NJ 07005

Question 1

This simple regression examines the impact of teacher assessment of students’

interactions with peers (the independent variable) on students’ language arts skills (the

dependent variable) in grades 4 and 5. The r-squared value of .010 indicates that 1% of

the variance in language arts can be accounted for by students’ interactions with peers.

The results from the first regression output indicate that students’ interactions

with peers has some impact on students’ language arts skills (Beta = .100; t value=

72.10; level of significance = .029). The level of significance (.029) is significant and

suggests that students’ interaction with peers does have a significant impact on language

arts skills.

Question 2

This multiple regression examines the impact of two independent variables

(student interactions with peers and gender) on students’ language arts skills (the

dependent variable) in grades 4 and 5. The r-squared value of .029 indicates that 2.9% of

the variance in language arts can be accounted for by student interactions and gender.

The results from multiple regression output indicate that student interactions with

peers, when combined with gender, has some impact on students’ language arts skills

(Beta = .096; t value= 2.099; level of significance = .036). The level of significance

(.036) is significant and suggests that student interactions with peers does have a

significant impact on language arts skills.

The results from multiple regression output also indicate that gender, when

combined with student interactions with peers, impacts students’ language arts skills

(Beta = .146; t value= 3.178; level of significance = .002). The level of significance

(.002) is significant and suggests that a student’s gender does have a significant impact

on language arts skills.

Questions 3

This multiple regression examines the impact of three independent variables

(student interactions with peers, gender, and student participation in the Arts Intervention

Program) on students’ language arts skills (the dependent variable) in grades 4 and 5. The

r-squared value of .036 indicates that 3.6% of the variance in language arts can be

accounted for by student interactions with peers, gender, and student participation in an

arts intervention program.

The results from multiple regression output indicate that student interactions with

peers, when combined with gender and student participation in an arts intervention

program, has some impact on students’ language arts skills (Beta = .102; t value= 2.202;

level of significance = .028). The level of significance (.028) is significant and suggests

that student interactions with peers does have a significant impact on language arts skills.

Model two of this multiple regression examined gender combined with student

interactions with peers and student participation, and it’s impact students’ language arts

skills (Beta = .140; t value= 3.041; level of significance = .002). The level of

significance (.002) is significant and suggests that a student’s gender does have a

significant impact on language arts skills.

Model two of this multiple regression examined student participation in an arts

intervention program combined with student interaction and gender, and it’s impact on

students’ language arts skills (Beta = .049; t value= 1.058; level of significance = .290).

The level of significance (.290) is not significant and suggests that a student’s

participation in the arts intervention program does not have a significant impact on

language arts skills.

Question 4

Based on the regression outputs, one can conclude that the arts intervention

program is not significantly beneficial to improving students’ language arts skills. Better

predictors of student improvement in language arts are gender and the level of student

interaction in the classroom. However, one cannot determine (through these outputs) if

being a male has any greater significance than does being a female.