A Psychology Professor is interested in understanding the variability in final exam grades for his 100-level freshman Psychology Statistics class. He hypothesizes that class absences would be negatively correlated with final exam grades, and that the students' pre-college levels of math proficiency would be positively correlated with final exam grades. He also hypothesizes that the relationship between absences and final grades would be moderated by levels of Math proficiency. The professor collects data for the 69 students in his class.Based on Math Placement Test (MPT) scores, obtained during pre-semester orientation, 23 students were determined to have elementary-school level math skills ([Low] Developmental level, MAP scores of 20 to 44) Math skills. Twenty-three students had math skills at the 9th grade level ([Moderate] Arithmetic and Algebra, MPT scores between 45 and 56). And 23 students had math skills at a college level ([High] Calculus level, MPT scores between 57 and 75). Math levels were recorded as 1 = Low Math Skills; 2 = Moderate Skills, and 3 = High math skills. At the end of the semester, and for each student, the number of class absences was recorded, as were their final exam grades