●PROJECT 3: Comparing Global Values and Attitudes●
An independent-samples hypothesis test helps us determine if two groups (for example, cats and dogs) substantively differ with respect to a social value as measured by an interval-ratio variable (for example, feelings about lasagna measured on a scale from 1 to 10). For this project, you will be asked to prepare a report that tells us how two groups (for example, the US and Spain) differ with respect to one social value variable related to a UN SDG of your choice. Stated differently, you’ll be comparing local and global data and relating it back to the Sustainable Development Goals set forth by the United Nations.
- Click here to download the Project 3 Guidebook
This document contains the instructions, rubric, example, data information, and SPSS instructions needed for the project.
- Click here to download the NEW Project 3 data file: Project 3 STA2122 Class Data 2020.sav
- This is NEW DATA is taken from the Pew research center’s Global Attitudes Survey.
- You will need to open this NEW DATA file in SPSS in order to determine the sample size for your project.
- IMPORTANT: If your access to SPSS is interrupted due to COVID-19, Click here to access a document with analyses options you can use in your report.
- Click here to read about the sampling and methods used by Pew (Links to an external site.)
- Click here to review how to download and install SPSS
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Social Science Statistics
STA2122.501 ● ONLINE
Project 3: Comparing Global Values and Attitudes
Contents:
• Description and Required Materials (Page 1)
• Project Instructions (Page 2)
• Grading Rubric (Page 4)
• Project Example (Page 6)
• APPENDIX A: Variable Codebook (Page 8)
• APPENDIX B: SPSS Analysis Instructions (Page 11)
PROJECT 3 DESCRIPTION
For this project, you are being asked to produce a report on the differences in a social value related to a UN
Sustainable Development Goal (SDG) using data comparing the US and another country/region (of your
choice). Specifically, you’ll be asked to select a country/region of choice and a social value variable, do a little
background research, assert a hypothesis, report descriptive statistics, perform a t-test, make a decision with
respect to that hypothesis, discuss whether or not the results make intuitive sense, and related back to a UN
SDG. This project embodies all of the learning goals and objectives as listed in the syllabus.
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
REQUIRED MATERIALS
For this project, you will need the following items:
• Your NOTES from lessons 1 through 4; 8.1 and 8.2
• A word processing program to type up your final REPORT (e.g., Microsoft Word)
• The SPSS data analysis program
• The Project 3 data file (Project 3 STA2122 Class Data 2020.sav) posted to Canvas
• The VARIABLE CODEBOOK (APPENDIX A) containing a list of the variables and values you may use
• The SPSS ANALYSIS INSTRUCTIONS (APPENDIX B) which explain how to use SPSS
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: USFstats@gmail.com
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PROJECT INSTRUCTIONS
NOTE: The variables you choose to examine in this project do not have to be related to those you
presented in Project #1 or #2.
An independent-samples hypothesis test helps us determine if two groups (for example, cats and dogs)
substantively differ with respect to a social value as measured by an interval-ratio variable (for example,
feelings about lasagna measured on a scale from 1 to 10). For this project, you will be asked to prepare a
report that tells us how two groups (for example, the US and Spain) differ with respect to one social value
variable related to a UN SDG of your choice. Stated differently, you’ll be comparing local and global data and
relating it back to the Sustainable Development Goals set forth by the United Nations.
Project Organization:
1. Variable List (10 points) Read through the Codebook and see what variable interests you.
2. Background Research (15 points) Select and relate your variable to a UN SDG (or pick another variable).
3. Hypothesis statement (10 points) Tell me how the outcome variable (DV) will differ based on country (IV).
4. Descriptive statistics (15 points) Use statistics to describe the sample data for each variable.
5. Annotated test statistics (15 points) Perform a statistical test and explain the what the stats mean.
6. Hypothesis decision (10 points) Do you reject or fail to reject your null hypothesis?
7. Reflection (15 points) Unpack how your findings fit into the bigger picture.
8. Presentation Quality (10 points) Could a stranger pick up your report and understand it?
Stepwise instructions. For information on how to perform these tests in SPSS, please refer to the Analysis
instructions (APPENDIX B).
Component Requirements:
1. Variable List. This part is easy – in a couple of sentences, tell us about your two variables of interest.
Make sure you label and describe them clearly. Here’s what you need to do first:
a. Review the codebook (APPENDIX A) and select two variables you’re interested in researching
and analyzing.
b. Go here to read about the UN SDGs: https://sustainabledevelopment.un.org/?menu=1300
c. Select one dichotomous grouping variable (a.k.a., an independent variable). This variable will help
you sort your class-level data from another country’s data. Include the question language and
categories in your write-up.
d. Select one outcome social value variable (a.k.a., a dependent variable). This variable should be
something you’d be interested in researching related to any UN SDG. The only requirement is that
it’s measured on an interval-ratio level and you will need to do some background research on it.
Include the question language and categories in your write-up.
2. Background Research. Here, in a half-page, you should
provide
us with a small report about your
social variable of interest (e.g., feelings about lasagna) and how it operates in both the United States and
another country of your choosing (please check the codebook below for countries with available data).
Your critical thinking and this background research should inform a comparative research
question. The goal here is to inform the reader beyond reporting the numbers — you should be able to
illustrate how this value is different or similar on local and global levels. You should also illustrate how
investigating this variable will enhance our understanding of a particular UN SDG. Your research question
should inform your hypothesis.
a. YOU MUST UTILIZE TWO VALID EXTERNAL SOURCES OF INFORMATION HERE.
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3. Hypothesis statement. The goal of an independent samples t-test is to assess how two different
groups vary with respect to one outcome variable. I would like you to clearly write one null and one
research hypothesis using statistical language. Please indicate if your hypothesis is one- or two- tailed. If
you need to, please include a narration/explanation of the hypothesis. Lesson 8.2 will show you how to set
up an independent-samples hypothesis test.
4. Descriptive statistics. In a small paragraph, please provide us with descriptive statistics for your
sample. For each group, please include the following: a description of the frequencies, central tendency,
and variability (i.e., the mean, the standard deviation, and the standard error of the mean). Keep in mind
that you may be reporting on a variable measured on a scale ‘1-4’ or ‘0-10,’ so what does your obtained
mean value REALLY indicate? What does this value say about your population? (i.e., who are you talking
about)?
a. Use SPSS to generate these statistics (See APPENDIX B it’s super easy).
b. Refer to your notes from lessons 1-4 for how to interpret these values.
5. Annotated test statistics. Perform an independent-samples hypothesis test in SPSS. Report and label
the following statistics. For each, include a one-sentence interpretation of what that value means. Please
assume equal variances.
§ mean difference
§ standard error of the difference
§ the degrees of freedom
§ the obtained t-statistic
§ the t-critical
§ the P value
6. Hypothesis decision. Using appropriate statistical language (double check with the book), state your
decision regarding your hypothesis in one sentence. In a few other lines, explain to us what this decision
means. Assume your α (alpha) is set at a 0.05 level.
7. Reflection. In a full paragraph, provide an informed reflection. Referring back to your background
research (including the research on your UN SDG), your descriptive statistics, and your hypothesis test,
tell us about what you found! You can use the following questions to guide you: What does a previous
study related to this information tell us? Why do you think you obtained this result? What are the
implications of your results for your UN SDG? Is your variable measured in the best way possible? What
do your findings say about the sample? Is it generalizable to the globe? If not, then whom? Are your
findings consistent with other findings? What importance does your test have in advancing knowledge?
Most importantly – what further research needs to be done on this issue?
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PROJECT 3 RUBRIC
Variable list (10 Points)
• Full Credit. Two variables (one dichotomous sorting variable and one interval ratio social value
variable) are selected and expertly described. Each is correctly labeled as dependent or independent.
• Half Credit. Two variables are selected but are inappropriate for the assignment, incorrectly
labeled, or poorly described.
• No Credit.
Background research (15 Points)
• Exceeds expectations. Writing demonstrates a good grasp of subject matter and is ½ page in
length. A correctly-constructed comparative research question is included. This part contains
appropriate background research (UN SDG + other resources) for the variable selected. It includes
statistical language that is specific, clear, and thorough. A thoughtful reflection is provided about
national and international differences on a particular social value. Absent of ethnocentrism and
stereotypes.
• Meets expectations. Writing demonstrates a basic grasp of subject matter and is ½ page in
length. A comparative research question is included. This part contains somewhat appropriate
background research (UN SDG or other resources) for the variable selected. It includes some
statistics. A more general reflection is provided about national and international differences on a
particular social value. Absent of ethnocentrism and stereotypes.
• Approaches/below expectations. Writing demonstrates little-to-no understanding of subject
matter or is too short in length. Missing research question. This part contains inappropriate
background research for the variable selected. It may not include some statistics. A lacking reflection
is provided about national and international differences on a particular social value. Presence of
ethnocentrism and stereotypes.
Hypothesis statement (10 Points)
• Full Credit. Null and research hypotheses appropriately stated using symbols and/or words.
Hypotheses are described as being one-or-two tailed. Hypotheses are logical.
• Half Credit. Some problems with stating the hypotheses appropriately. One of the hypotheses
may be missing. Hypotheses may be less than logical or incorrectly designated as one-or-two tailed.
• No Credit. Significant problems stating the hypotheses appropriately. One or both may be missing.
Descriptive statistics (15 Points)
• Exceeds expectations. All required statistics (i.e., mean, standard deviation, and standard
error/mean) are reported for each group. Each value is clearly described, explained, and critically
reflected on in a way that demonstrates mastery of descriptive statistics.
• Meets expectations. All required statistics (i.e., mean, standard deviation, and standard
error/mean) are reported for each group. Each value is more or less described and explained in a
way that demonstrates a basic understanding of descriptive statistics.
• Approaches/below expectations. Some required statistics (i.e., mean, standard deviation, and
standard error/mean) are reported for each group. Some values are more or less described and
explained in a way that demonstrates a below-average understanding of descriptive statistics.
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Annotated test statistics (15 points)
• Exceeds expectations. All required statistics have been included and are labeled appropriately.
Interpretations are correct and clear.
• Meets expectations. All required statistics have been included and are labeled appropriately.
Interpretations are more or less correct and clear.
• Approaches/below expectations. Errors in labeling or some missing statistics or
interpretations.
Hypothesis decision (10 Points)
• Full Credit. Correct decision/interpretation of results. Uses technical language and refers to null
hypothesis. Includes reflection on what this decision means.
• Half Credit. More or less correct decision/interpretation of results. May or may not refer to null
hypothesis.
• No Credit. Incorrect decision and lacks understanding of how to interpret hypothesis testing.
Reflection (15 points)
• Exceeds expectations. Above-and-beyond effort. Reflection demonstrates a basic
comprehension of previous research on a particular social issue, its relationships to a UN SDG, and
very good comprehension of basic descriptive and inferential statistics. Included are thoughtful ideas
about the implications of their analyses and how this work may contribute to existing and future
research.
• Meets expectations. Typical effort. Reflection demonstrates some comprehension of previous
research on a particular social issue or its relationship to a UN SDG, and basic comprehension of
descriptive and inferential statistics. Included are some ideas about the implications of their analyses.
• Approaches/below expectations. Below-average effort. Reflection demonstrates little/no
comprehension of previous research on a particular social issue and below-average comprehension
of descriptive and inferential statistics. Included are some generalized ideas about the implications of
their analyses.
Presentation quality (10 points)
• Check-plus. Report is polished, organized, adheres to standard written English, and provides all
applicable external resources. There are paragraphs with spaces, appropriate numbering, and
subheadings. Contains minimal spelling and grammatical errors. A person who is not in this class
could pick up this report, read it, and understand it.
• Check. Report is clear, adheres to standard written English, and provides all applicable external
resources. There are paragraphs with spaces, appropriate numbering, and subheadings. There may
be some formatting errors that make the project difficult to read. Minimal spelling and grammatical
errors.
• Check-Minus. Presentation is unclear. There are formatting errors that make the project difficult
to read. Contains more than three spelling and major grammatical errors.
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EXAMPLE PROJECT
The following example demonstrates how a PROJECT MIGHT look. The data in this sample is derived from
another source and some information has been removed and redacted to reduce copying. In lieu of countries,
I use gender as my sorting variable.
———————————————————————————————————————————-
1. Variable List. The variables I chose to explore in this report are gender and mental health. Gender
is my dichotomous sorting variable. It’s measured with two categories that include ‘women’ and ‘men.’
My variable of interest – my outcome variable — is mental health, which is derived from a question
asking how many poor mental health days they have experienced in the past 30 days. Mental health is
measured on an interval-ratio and responses can range from 0 to 30.
a. NOTE: You will be required to label which variable is dependent and which is independent.
2. Background Research. I elected to look at gender differences in mental health because there is a
lot of literature about these issues. Here is where I might assert a comparative research question.
When it comes to gender, women and men may have similar rates of mental illness; however, women
may report or experience more depression than their men counterparts, who tend to externalize in
the form of antisocial behavior. One of the reasons for this may be because women are more
comfortable reporting issues related to mental health, more likely to go to a doctor, and have the
vocabulary to explain their emotions (research on gender socialization). Other sources point to the
increased social expectations on women to work in the paid workplace, at home and on their
appearance.
a. NOTE: Your reflection should be about two paragraphs in length, be informed by two
sources, discuss how youre research is related to a UN SDG, and should compare and
contrast research in the US with research on another country.
b. SOURCE: http://apps.who.int/iris/bitstream/10665/68884/1/a85573
3. Hypothesis statement.
a. My null hypothesis states that there is not a statistically significant difference in the mean days of
poor mental health between women and men.
b. My research hypothesis is that there is a statistically significant difference in the mean days of
poor mental health between women and men. This is a two-tailed hypothesis.
4. Descriptive Statistics. Given my background research, and as you may have detected by my
hypothesis, I suspect women’s and men’s mental health to be different. Below I’m reporting the
descriptive statistics for both groups (gender) on my dependent variable (mental health days). It
appears here that, as I kind of expected, women report more poor mental health days in the past
month than men by one day. Here is a sentence where I might discuss what the mean of each group
indicates. The mean is the average number of days out of 30 that a person experienced poor mental
health. In the next sentence, I’ll provide an interpretation of the standard deviation, which is higher
than the mean – this is important and I should tell you what that indicates! And in a final sentence, here
is something about the standard error.
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a. Group 1: Men (they are coded “1” in the data)
i. Mean days of poor mental health in past month: 3.43
ii. Standard Deviation: 6.314
iii. Standard Error of Mean: .321
b. Group 2: Women (they are coded “2” in the data)
i. Mean days of poor mental health in past month: 4.18
ii. Standard Deviation: 6.644
iii. Standard Error: .351
5. Annotated test statistics.
a. Mean Difference: -0.752. A mean difference of -0.752 indicates that ________.
b. Std. Error of the difference: .475
c. Obtained t-statistic: -1.582. My t-obtained is -1.582, which indicates that _______.
d. Degrees of Freedom: 742. The df for this test is 742, which indicates that _______.
e. t-critical: +/- 1.960 (I had to use Appendix C in my textbook!) My t-critical is 1.960, which is
_________ compared with my t-obtained of -1.582.
f. p-value: < .0001. A p-value of ".0001" indicates that _______.
6. Hypothesis decision. Is this a significant mean difference between your two groups with respect
to your outcome variable? Did women have more poor mental health days than men? Report your
decision as whether you reject or fail to reject the null hypothesis and why you came to this decision.
(1-2 sentences). Does that necessarily mean that your research hypothesis is definitively true? We are
evaluating your ability to read, interpret, and report findings from statistical tests here.
7. Reflection. In a full paragraph, provide an informed reflection. Referring back to your background
research, your descriptive statistics, and your hypothesis test, tell us about what you found! You can
use the following questions to guide you: What does a previous study related to this information tell
us? Why do you think you obtained this result? What are the implications of your results for the UN
SDG you’re looking into? Is your variable measured in the best way possible? What do your findings
say about the sample? Is it generalizable to the globe? If not, then whom? Are your findings consistent
with other findings? What importance does your test have in advancing knowledge? Most importantly –
what further research needs to be done on this issue?
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APPENDIX A: VARIABLE CODEBOOK
A codebook contains all possible variables in a given data set. Below is a list containing a subset of questions (i.e.,
variables) appearing in the most recent wave of Pew’s Global Attitudes Survey that I have given to your class. To read
more about the GAS, go to: https://www.pewresearch.org/methods/interactives/international-methodology/all-
survey/all-country/all-year. Assume random sampling of adults in each country.
Label Country-based dichotomous sorting variables
AUSvUS 1 = Australia; 2 = US
BRAZvUS 1 = Brazil; 2 = US
CHIvUS 1 = China; 2 = US
GERvUS 1 = Germany; 2 = US
JAPvUS 1 = Japan; 2 = US
MEXvUS 1 = Mexico; 2 = US
NIGvUS 1 = Nigeria; 2 = US
PHIvUS 1 = Philippines; 2 = US
SPNvUS 1 = Spain; 2 = US
SWEvUS 1 = Sweden; 2 = US
Label Social values variables measured on an interval-ratio level
v23 (v23) All things considered, how satisfied are you with your life as a whole these days? Using
this card on which 1 means you are “completely dissatisfied” and 10 means you are
“completely satisfied”
where would you put your satisfaction with your life as a whole?
• Scale 1 to 10 (1 = completely dissatisfied; 10 = completely satisfied)
v55 (v55) Some people feel they have completely free choice and control over their lives, while
other peoplefeel that what they do has no real effect on what happens to them. Please use
this scale where 1 means “no choice at all” and 10 means “a great deal of choice” to indicate
how much freedom of
choice and control you feel you have over the way your life turns out
• Scale 1 to 10 (1 = no choice at all; 10 = a great deal of choice)
v59 (v59) How satisfied are you with the financial situation of your household? Please use this
card again to help with your answer (code one number):
• Scale 1 to 10 (1 = completely dissatisfied; 10 = completely satisfied)
v95 (v95) In political matters, people talk of “the left” and “the right.” How would you place your
views on
this scale, generally speaking?
• Scale 1 to 10 (1 = Left; 10 = Right)
The variables listed below (v96 to v101) are measured/coded as follows:
Now I’d like you to tell me your views on various issues. How would you place your views on this scale? 1
means you agree completely with the statement on the left; 10 means you agree completely with the
statement on the right; and if your views fall somewhere in between, you can choose any number in
between.
v96 0 = Incomes should be made more equal
10 = We need larger income differences as incentives for individual effort
• Scale 1 to
10
v97 0 = Private ownership of business and industry should be increased
10 = Government ownership of business and industry should be increased
• Scale 1 to 10
v98 0 = Government should take more responsibility to ensure that everyone is provided for
provide
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10 = People should take more responsibility to for themselves
• Scale 1 to 10
v99 0 = Competition is good. It stimulates people to work hard and develop new ideas
10 = Competition is harmful. It brings out the worst in people
• Scale 1 to 10
v100 0 = In the long run, hard work usually brings a better life
10 = Hard work doesn’t generally bring success—it’s more a matter of luck and connections
• Scale 1 to 10
v101 0 = People can only get rich at the expense of others
10 = Wealth can grow so there’s enough for everyone
• Scale 1 to 10
The variables listed below (v192 to v196) are measured/coded as follows:
Now, I would like to read some statements and ask how much you agree or disagree with each of these
statements. For these questions, responses range from a “1” meaning that you “completely disagree,” to
“10” meaning that you “completely agree.”
v192 …(v192) Science and technology are making our lives healthier, easier, and more comfortable.
• Scale 1 to 10 (1 = completely disagree; 10 = completely agree)
v193 …(v193) Because of science and technology, there will be more opportunities for the next
generation.
• Scale 1 to 10 (1 = completely disagree; 10 = completely agree)
v194 …(v194) We depend too much on science and not enough on faith.
• Scale 1 to 10 (1 = completely disagree; 10 = completely agree)
v195 …(v195) One of the bad effects of science is that it breaks down people’s ideas of right and
wrong.
• Scale 1 to 10 (1 = completely disagree; 10 = completely agree)
v196 …(v196) It is not important for me to know about science in my daily life.
• Scale 1 to 10 (1 = completely disagree; 10 = completely agree)
The variables listed below (v198 to v210) are measured/coded as follows:
Please tell me for each of the following actions whether you think it can always be justified, never be
justified, or something in between, using this card. (Read out and code one answer for each statement ):
For these questions, responses range from a “1” meaning “never justifiable,” to “10” meaning “always
justifiable.”
v198 …(v198) Claiming government benefits to which you are not entitled
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v199 …(v199) Avoiding a fare on public transport
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v200 …(v200) Stealing property
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v201 …(v201) Cheating on taxes if you have a chance
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v202 …(v202) Someone accepting a bribe in the course of their duties
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v203 …(v203) Homosexuality
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v204 …(v204) Abortion
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v205 …(v205) Divorce
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v206 …(v206) Sex before marriage
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
10
v207 …(v207) Suicide
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v208 …(v208) For a man to beat his wife
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v209 …(v209) Parents beating children
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
v210 …(v210) Violence against other people
• Scale 1 to 10 (1 = never justifiable; 10 = always justifiable)
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APPENDIX B: SPSS ANALYSIS INSTRUCTIONS
Independent Samples T-Test
In the second portion of Project 3, you will conduct a two-tailed independent samples t-test. This is covered
In more detail in the second half of the chapter on hypothesis testing. Once your data are open, click
“Analyze”, then “Compare Means”, and finally “Independent Samples T Test” to open the menu to conduct
the independent samples t-test.
• You will need to select your test variable and your grouping variable. In this case, I will select H2EE8 as my test
variable and BIO_SEX2 as the grouping variable. BIO_SEX2 is the variable for sex. Click the arrow next to “Test
Variables” to select H2EE8 as the test variable, and the arrow next to “Grouping Variable” to define BIO_SEX2
as our grouping variable.
• From here, you will need to click “Define Groups…” to tell SPSS which two categories we will use, to see if
there is a difference in our test variable.
• Make sure the bubble next to “Use specified values” is selected. Next, you will need to type the number “1” in
the Group 1 box and “2” in the Group 2 box. What this means, as it will mean in your project, is that Group 1
= male and Group 2 = female. So we will see if there is a significant difference in adolescents’ allowances by
gender. Ta da! Click “Continue”.
• Notice that in the parenthetical note next to BIO_SEX2 it says (1 2)? This means it will compare the differences
between these two groups. If you do not define the groups, SPSS will not run the test. If you used a variable with
more than 2 categories, you would need to make sure you were comparing the two groups you intended to
compare. Now click OK.
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• The output window should display something similar to the following:
• Let’s start off with the first box, labeled “Group Statistics.”
• Here we can see the mean, standard deviation, and standard error of the mean for Male and Female. So we can
see that the mean allowance for males was 6.77, while for females it was 7.67. Similarly, we can see the standard
deviations and standard errors of the mean, too. Just by looking at the Group Statistics table, we can see that it
looks like females earn higher weekly allowances and their standard deviations suggest more variability than for
males. This alone cannot tell us if there are significant differences in allowance, between men and women.
• Next, look at the Independent Samples Test table. For the purposes of this assignment, you need to look at the
data where equal variances are assumed. This is similar to what we have covered in the memos and the second
half of the chapter on hypothesis testing.
• Look at all the information under t-test for Equality of Means test. This just means that SPSS is showing us if the
mean allowance amount is actually the same.
• Our obtained t-statistic shows up under the column labeled t. It is -2.817.
• The degrees of freedom are labeled as df. df=4777.
Our P-value is labeled as Sig. (2-tailed).
• The mean difference is -0.901, and the standard error of the difference is 0.320.
• Now look back to the Group Statistics table. We can see that the mean difference suggests that males (Group
1) earn about 90 cents less than females (Group 2) in their weekly allowances. If you label males as Group 2, and
females as Group 1, the mean difference would be positive, as would your obtained t-statistic.
• You will need to turn to Appendix C in your textbook to figure out what the t-critical value is. I would select
for infinity, since my N is much greater than 120.
• Make your decision about what we should do with the obtained information. In your assignment, I have set your
alpha value at 0.05 (α=0.05).
Please let me or your course mentor know if something is not clear or if you have questions.