dummy variable

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Mathematics

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In Week 9, you completed your Part 1 for this Assignment. For this week, you will complete Part 2 where you will create a research question that can be answered through multiple regression using dummy variables.

Part 2

To prepare for this Part 2 of your Assignment:

  • Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media program found in this week’s Learning Resources and consider the use of dummy variables.
  • Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in this week’s Learning Resources.
  • Consider the following:
    • Create a research question with metric variables and one variable that requires dummy coding. Estimate the model and report results. Note: You are expected to perform regression diagnostics and report that as well.
  • Once you perform your analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

For this Part 2 Assignment:

Write a 2- to 3-page analysis of your multiple regression using dummy variables results for each research question. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

Use proper APA format, citations, and referencing for your analysis, research question, and display of output.

Unformatted Attachment Preview

Dataset HS Longitudinal Tamillia Cherry Walden University App 10 Multiple Regression For this paper, a study was conducted to explore the factors that influence the scale of student's mathematics self-efficacy. The independent variable of study was thus: - X1MTHEFF - T1 Scale of student's mathematics self-efficacy The factors being investigated were: - X1TMEFF - T1 Scale of math teacher's self-efficacy - X1SCIEFF - T1 Scale of student's science self-efficacy - C2NUMAPMATH - Number of AP math courses offered - M1MTHYRS912 - Years math teacher has taught high school math The Hypothesis for the study was: Null: There exist no linear relationship between each of the factors and the scale of student's mathematics self-efficacy Alternate: There exist a linear relationship between at least one of the factors and the scale of student's mathematics self-efficacy A multiple regression test was carried out in SPSS and the following output was produced. Analysis The aim of the study was to explore whether a linear relationship exist between various factors and the scale of student's mathematics self-efficacy. A multiple regression test showed that the scale of math teacher's self-efficacy (β =0.035, p =0.00), the scale of student's science self-efficacy (β=0.404, p=0.000) and Number of AP math courses offered (β =0.031, p=0.003) all had a significant linear relationship with the scale of student's mathematics self-efficacy. The years that a math teacher has taught high school math did not have a significant linear relationship with the scale of student's mathematics self-efficacy (β =-0.001, p=0.373). The overall regression equation was significant (F(4,7856) = 389.8, p= 0.000) Based on the results we can conclude that scale of math teacher's self-efficacy, the scale of student's science self-efficacy and number of AP math courses offered are all significant predictors of the scale of student's mathematics self-efficacy. The scale of student's mathematics self-efficacy increases by; 0.404 for every 1 increase in the scale of student's science selfefficacy, 0.035 for every 1 increase in the scale of math teacher's self-efficacy, and increases by 0.031 for every 1 increase in the number of AP math courses offered. The regression model created can be used to estimate the scale of student’s mathematics self-efficacy. Implication for Social Change. The results of the multiple regression analysis have various implications for social change. The results show that the scale of math teacher's self-efficacy, the scale of student's science self-efficacy, and the number of AP math courses offered. all have a positive impact on the scale of student's mathematics self-efficacy. The implication for this is that there is need for continuous and high level of training for math teachers to ensure that the same is passed on to students. Another implication is that students should be encouraged to take up more math courses as it increases their self-efficacy. As earlier seen, the results show that higher efficacy levels in a given subject increases a student’s efficacy in other subjects. The implication for this is that teachers should not only focus on areas of weakness by student’s but should also focus on their areas of strength as increased efficacy in one subject has a positive impact on others. References: Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications. Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications. ” Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications. • Chapter 11, “Editing Output” Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210
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Explanation & Answer

See attached

Dataset HS Longitudinal
Tamillia Cherry
Walden University

Multiple Regression using dummy variables
For this paper, a study was conducted to explore the factors that influence the scale of
student's science self-efficacy. The independent variable of study was thus:
-

X1SCIEFF - T1 Scale of student's science self-efficacy

The factors being investigated were:
- X1TSEFF- T1 Scale of science teacher's self-efficacy
- C2NUMAPSCI - Number of AP science courses offered
- N1SCIYRS912 - Years science teacher has taught high school science
- C2XTRAMENTOR- School-arranged mentors for students needing extra help (Dummy
variable)
The Hypothesis for the study was:
Null: There exist no linear relationship between each of the factors and the scale of student's
science self-efficacy
Alternate: There exist a linear relationship between at least one of the factors and the scale of
student's science self-efficacy
A multiple regression test was carried out in SPSS and the following output was produced.

Analysis
The aim of the study was to explore whether a linear relationship exist between various
factors and the scale of student's science self-efficacy. The results of the multiple regression test
showed that the scale of science teacher's self-efficacy (β =0.031, p =0.005), and Number of AP
science courses offered (β =0....


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