Question 1 Slope = 2.097, which means for every unit increase in x, y increases by 2.097. Intercept = -0.5515 is the value of y at x = 0 EMBED Excel.Sheet.12 Question 2 EMBED Excel.Sheet.12 Slope = 5.0443, which means for every unit increase in hours of study, the final exam score increases by 5.0443. Intercept = 56.114, is the final exam score of student for zero (0) hours of study EMBED Excel.Sheet.12 Question 3 EMBED Excel.Sheet.12 EMBED Excel.Sheet.12 Question 4 See graph in Question 1: Coefficient of determination, r2 = 0.9794, hence correlation coefficient, r = 0.989646401 This is approximately 99%, which indicates a strong linear relationship between x and y. And since r is positive, we say there is a strong positive correlation. NB: you can also use the "CORREL" function in excel to calculate your correlation coefficient Question 5 See graph in Question 2: Coefficient of determination, r2 = 0.7166, hence correlation coefficient, r = 0.846522297 This is approximately 85%, which indicates a strong linear relationship between hours of study (x) and final exam scores (y). Again, r is positive, so we say there is a strong positive correlation. NB: you can also use the "CORREL" function in excel to calculate your correlation coefficient The linear regression is limited by the collinearity of the x variables because this can lead to misinterpretation of the coefficients. Another limitation of the linear regression method is that, only one value
Finally we got all our number and determine the slope, and the intercept in order to find out the forecast for the next
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scores; (b) describe in words the general pattern of correlation, if any; (c) figure the correlation coefficient; (d) figure whether the correlation is statistically significant (use the .05 significance level, two-tailed); (e) explain the logic of what you have done, writing as if you are speaking to someone who has never heard of correlation (but who does understand the mean, deviation scores, and hypothesis
* Correlation coefficient (R-squared) – This represents how well the independent variables (X) explain the response variable (Y).
However, a correlation between two variables does not necessarily imply causation but for a causal relationship to exist between two variables there must be a correlation between the variables (Solomon W. Golomb, 2005). When predicting the Grade Point Averages, correlation might not be a good test for its prediction. This is because there is no GPA is not only influenced by intelligent quotient but it is also influenced by other external factors like Education background, family background, social and political environment among other factors. Other statistical tests may include the use of rating scales to rate qualities that cannot be directly rated through correlation by use of variables like good, fair, and excellent among others. Coefficient of correlation might also be used as a technique of predicting the Grade Point Averages. This refers to the main result of a correlation whereby it predicts significant and smaller changes among variables by use of scale r that ranges from +1.0 to -1.0.
If the correlation between test scores at Time 1 and Time 2 is 0.85, how would this be interpreted?
A developmental psychologist who used the correlational method found that there was a positive correlation between children's self-esteem and their academic achievement. First, what does a positive correlation mean in this case? Second, how might these results be explained?
1) You read that infant nutrition is positively correlated with later intelligence, the correlation is r = .75. Is this a strong or weak relationship and which direction is the relationship going? (2pts)
At a glance scatter plots show whether a relationship exists between two sets of data. This data will determine correlations between students taking the SAT and ACT. Because this scatter plot is falling from left to right it has a negative slope, so therefore there is a negative correlation between these two sets of data. Although these points are falling, it is not a clear negative relationship since the clustered points are not in a straight line. Therefore, this relationship is a weak, negative relationship.
In this essay I will describe correlation is a measure of association as well as describe different methods of establishing a correlation between variables. In this essay I will also explain advantages and disadvantages of each method, were each must be applied, and provide particular circumstances and examples in which a researcher may want to establish correlation
Correlation between Q10 What is your cumulative Grade Point Average at Kaplan University? and Q11 How many hours do you spend on school work each week? is: 0.27817234
I grabbed a bunch of different stats and found the correlation for all of them. I got the data from here:
This regression equation can be graphed as follows assuming β0 as the intercept and β1 as the slope:
Research shows that there is a correlation that shows the relationshop between the IQ and the grade point average of students. It was found that the correlation is strong at a .75 because it’s a direct relationship. For instance when someone has a higher IQ they are more likely going to have a higher GPA. However although the correlation shows a higher IQ means higher GPA does not mean that is the only reason the GPA is rising, it could be because they hired a tutor, have been studying more or are maybe just in more interesting classes. In correlation studies they show that there is a relationship between two different variables however it is not evidence or proof in any way. The reason it isn’t proof is because it has not been proven that they are directly the reason for the relationship however that they do have common results. Some of the reasons correlation cannot prove anything is because of the limitations; these would be the lack of information about the correlation, sample size or the standard deviation. In our text it states “If the word correlation is broken down co-relation it is expresses what is meant: The characteristics are related and the evidence for the relationship is that they vary together, or co-vary. As the level of one variable changes, the other changes in concert, this happens because both variables contain some of the same information. The higher the correlation the more they may have in common” (Tanner,2011).