Male 91.2000 3.22490 10 Total 85.2000 7.14953 20 Total Female 87.1667 7.26865 30 Male 91.2000 3.19914 30 Total 89.1833 5.92750 60 Created with IBM SPSS Statistics Version 19. Copyright 1989 by IBM Company. Note: Factorial ANOVA It is essential to determine whether or not the male and female math scores differ significantly. Table 1.2 reveals the score, < .05, indicating that male / female mean test t- p scores are satisfactorily dissimilar. The ANOVA output in Table 1.2 shows that the covariate < .05 significantly predicts the p dependent variable. Thus the math scores are influenced by the classroom size. I created a scatterplot with the covariate and dependent variable. The interpolation lines in Figure 1.2 further illustrate how female math scores decline as class size increases. As long as the classroom size remains small, 10 or less there is not a noticeable effect. But as the classroom size increases the blue female scores decline indicating a significant drop. Table 1.2. Factorial ANOVA Output Tests of Between-Subjects Effects Dependent Variable: Math_Score Type III Sum Mean Source of Squares df Square F Sig. Corrected Model 1381.483a 5 276.297 21.576 .000 Intercept 477220.017 1 477220.017 37266.639 .000 Classroom 648.233 2 324.117 25.311 .000 Gender 244.017 1 244.017 19.056 .000 Classroom * 489.233 2 244.617 19.102 .000 Gender
Male 91.2000 3.22490 10 Total 85.2000 7.14953 20 Total Female 87.1667 7.26865 30 Male 91.2000 3.19914 30 Total 89.1833 5.92750 60 Note: Created with IBM SPSS Statistics Version 19. Copyright 1989 by IBM Company. Factorial ANOVA It is essential to determine whether or not the male and female math scores differ significantly. Table 1.2 reveals the t- score, p < .05, indicating that male / female mean test scores are satisfactorily dissimilar. The ANOVA output in Table 1.2 shows that the covariate p < .05 significantly predicts the dependent variable. Thus the math scores are influenced by the classroom size. I created a scatterplot with the covariate and dependent variable. The interpolation lines in Figure 1.2 further illustrate how female math scores decline as class size increases. As long as the classroom size remains small, 10 or less there is not a noticeable effect. But as the classroom size increases the blue female scores decline indicating a significant drop. Table 1.2. Factorial ANOVA Output Tests of Between-Subjects Effects Dependent Variable: Math_Score Source Type III Sum of Squares df Mean Square F Sig. Corrected Model 1381.483a 5 276.297 21.576 .000 Intercept 477220.017 1 477220.017 37266.639 .000 Classroom 648.233 2 324.117 25.311 .000 Gender 244.017 1 244.017 19.056 .000 Classroom * Gender 489.233 2 244.617 19.102 .000