e are interested in exploring the differences in the scores of Regular banking Services according to the respondents Employability status.

What statistical technique(s) are you going to use? Why?

Make sure that the data meet the assumptions of the technique you have chosen.

Regardless of the assumptions, paste the tables and report the results according to an academic style.

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Q4. Assume that somebody has already tested the normality of the variable Location and Facilities according to the length of service groups. It was found the perspectives of Location and Facilities for each of the respondents groups in terms of recommending theirs banks (variable Q44) was normally distributed. Accordingly, we would like to explore whether there is a difference in the Location and Facilities scores between:

a. the respondents groups of how likely they would recommend their banks (variable Q44).

b. The respondents who definitely would recommend their banks and those who definitely would NOT.

What statistical technique(s) are you going to use? Why?

Except for normality, make sure that the data meet the assumptions of the technique you have chosen.

Paste the tables and report the results (significance and magnitude) according to an academic style

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Q5. Assume that somebody has already tested the normality of the variable Regular Banking Services according to the level of education groups. It was found that the variable Regular Banking Services for each level of education groups was NOT normally distributed. Accordingly, we would like to explore the following:

a. whether there is a difference in the Regular banking services scores across the level of education groups.

b. Whether there is a difference between those who have primary education and those who hold a bachelor or higher degrees.

What statistical technique(s) are you going to use? Why?

Except for normality, make sure that the data meet the assumptions of the technique you have chosen.

Paste the tables and report the results (significance and magnitude) according to an academic style.