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CORRELATIONS A Pearson’s Correlation was used to test the relationship between psychological distress and age for university students. The null hypothesis was that there was no significant relationship between psychological distress and age for university students. The alternative hypothesis was that there was a significant relationship between psychological distress and age for university students. The assumption of independence was met through the study design, with participants providing only one point of data for each variable of interest. Normality of psychological distress and age was met through the central limit theory, with more than 30 responses in each variable. Linearity was checked through the scatterplot of psychological distress and age, and this assumption was met. There was a statistically significant relationship between psychological distress and age (r = .146, p = .003). As scores of age increase, so do the scores of psychological distress levels in percentages.

There was a statistically significant difference between the mean psychological distress and relationship status of males and females within the sample (t (411) = -16.10, p < .001). Therefore, there was strong evidence to reject the null hypothesis. Female average psychological distress and relationship status (M = 166.66cm, SD = 6.75cm) was significantly lower than male average psychological distress and relationship status (M = 177.90cm, SD = 8.23cm). The mean difference was -13.2 cm (95% CI: -14.85, -11.62).

T TEST An independent t-test was used to test whether or not there was a difference in mean psychological distress and relationship status between males and females. The null hypothesis was that there was no significant difference in the mean psychological distress and relationship status of males and females. The alternative hypothesis was that there was a significant difference in the mean psychological distress and relationship status of males and females. The assumption of independence was met through the study design, with participants being allocated into only one level of the categorical variable gender (male or female). Normality of psychological distress and relationship status for males and females was checked through a frequency histogram and this assumption was met. Homogeneity of Variance was checked using Levene’s Test of Equality of Variance. The test was found to be non-significant (F = 5.30, p = .022) as the p-value was greater than the critical value of .01, this assumption was also met.

The assumption of independence was met through the study design, with each participant providing only one point of data for each variable. The expected cell frequencies in each cell were checked and were greater than five, so the assumption was met. The chi-square statistic was significant (chi-square = , df = , p<.001 / p = ). Therefore, there is sufficient evidence to reject the null hypothesis. There is a significant difference in the proportion of males and females in each distress category (figure 1). This finding suggests that gender does influence a student’s level of psychological distress.

Chi-square section: Each of the secondary outcomes should have 3 separate paragraphs. Refer to slide no. 35 on the week 8 slides attached. We have provided an example for you in the tutorial worksheet – see p.18 and p.19 on tutorial work sheet 10. You can copy and paste this text into your assignment but edit the variables, so rather than height and weight it is psychological distress and relationship status. CHI SQUARE A chi square test was conducted to test whether there was a difference in the proportion of males and females in the high/very high psychological distress categories. The null hypothesis was that there was no difference in the proportions of males and females in the high/ very high psychological distress categories. The alternative hypothesis was that there was a difference in the proportions of males and females in the high/very high psychological distress categories.

30114972_3week 10 tutorial t test.docx Primary outcomes What is the proportion of the students in very high/high psychological distress categories of K10?: This is your first figure in the report so it should be called Figure 1. You just need to make sure you answer the research question What is the proportion of the students in very high/high psychological distress categories of K10? You can write this in one sentence, e.g. The proportion of students in the high/very high psychological distress category is X% (Figure 1). Is the proportion of students in the very high/high psychological distress categories higher than the general population?

correlation and t test 30114972_1Week 8 Tutorial Notes - Chi-Square analysis of categorical variables Session 2 1.docx 30114972_2Tutorial Worksheet Week 9 - Correlation and Regression Session 2 v2.docx Sample characteristics Include the % response rate (550/514 * 100) State the numbers and percentages for both males and females The template asks you to state the mean and SD for age and BMI, not weight and height Watch the video on Blackboard that reminds students how to format tables and graphs (Assessment Tasks & Submissions > Tasks 2 &3). The table should be in black text with the title above the table (not below). Only include data that is useful

Pls do have a look at the assessment 3 template that I have sent u earlier !! I m attaching it again so u know I m talking about this one ... plss do follow exactly how it says in the template 30114981_130114984 1MAT71004-28- Ass3 Template.docx I am sending these again so that you know how to write for chi square, correlations, and t test and the end of the attachment, there is a explanation on writing in assignment for each of those put these in front when writing for each of chi square,

30114987_2week 10 tutorial t test.docx u will need to login here and follow steps to find spss document after logging in clink on introduction to evidence, then unit content , tutorial resources , data files , assessment 3 data ( there will be a spss attachment)

I've attached the graphs nd tables u need to use but for t test u will need to make those using spss by logging into my details, I have also attached the instructions on how to make those , just follow using spss 30114987_1assess 3.docx

I've attached the graphs nd tables u need to use but for t test u will need to make those using spss by logging into my details, I have also attached the instructions on how to make those , just follow using spss 30114987_1assess 3.docx 30114987_2week 10 tutorial t test.docx u will need to login here and follow steps to find spss document after logging in clink on introduction to evidence, then unit content , tutorial resources , data files , assessment 3 data ( there will be a spss attachment)

this is the template for the assignment 30114984 _1MAT71004 - Ass3 Template.docx this assignment relates to the assignment I have attached below but In this assignment (see template ) 30114951_1 MAT71004- 2 Ass2 Templ ate-2.docx

This is where you interpret the findings from your analyses. Start with a statement about the main findings from your analyses. Linkthe findings from your analyses to findings reported in similar studies in the literature. This discussion will require you to paraphrase information from other relevant sources and provide appropriate in-text refences as you link it to your findings. You also need to discuss the limitations of our own(MAT71004) study design, results and interpretations.

Assessment 3 will contribute 50% towards the final grade for the unit. Note from the Unit Information Guide under Assessment Overview: To pass the unit, each student must achieve a grade of >50% in the assessment 3 report. A resubmission will be available for students who fail this assessment. In the case of a resubmitted assignment, the maximum achievable grade for the unit is a pass. Date Due:14th of at 5pm Submission: Assessment 3 will be submitted electronically via a submission link that will be available in the Assessment Submission link on the Blackboard site for this unit. Referencing: Any work and ideas that you use that are not your own need to be attributed to the source, and cited using the APA formatting style guide.

This project is a report of the findings from data analyses, using the various techniques that we have been working onthroughout the second half of the semester. It follows on from assessment 2, in that it uses the same data. Where assessment 2 focussed on the methods section, assessment 3 will focus on the results and discussion sections of a scientific research report. What to submit: Using our own data and questions provided below, write up a report of the data analyses that is formatted as anAbstract, Results, Discussion, Recommendations/Implications, and Referencessections of a scientific research report.