Framingham.sav NELS.sav

Each file should be exported to MicroSoft WORD, edited, and then saved as a PDF file.

5.13. In the NELS data set, the variable COMPUTER indicates whether the student's family owned a computer when the studeni was in eighth grade. In this question we will look at the effect that the coding of this variable has on the correlation. a) Compute and interpret the correlation between SES and COMPUTER. b) Recode the variable COMPUTER into COMP1 so that 1= No and 2= Yes. Write the equation representing this linear transformation. Does this transfor mation include a reflection of the original variable COMPUTER? Recall that the original coding is: 0= No and 1= Yes. c) What is the correlation between COMPUTER and COMP1? d) Recode the variable COMPUTER into COMP2 so that 0= Yes and 1= No. Write the equation representing this linear transformation. Does this transformation include a reflection of the original variable COMPUTER? e) What is the correlation between COMPUTER and COMP2? f) Without using SPSS, what is the correlation between SES and COMP1? Between SES and COMP2? 6.3. Using the NELS data set, can tweifth grade math achievement (ACHMAT12) be predicted by eighth grade socioeconomic status (SES) for students in the NELS daia set? Perform a regression analysis using SPSS and use the results to answer the questions that follow. a) Create a scatterplot of ACHMAT12 by SES. Edit the graph to include the regression line. Determine that regression is an appropriate technique to use for predicting ACHMAT12 from SES. b) What is the regression equation for predicting ACHMAT12 from SES? c) Is there a way to interpret the slope that is meaningful in the context of this analysis? If so, explain what additional information it provides. d) Is there a way to interpret the y-intercept that is meaningful in the context of this analysis? If so, explain what additional information it provides. e) What is the predicted twelfth grade math achievement score of a student with SES =20 ? f) For the first student in the NELS data set (ID = 1), what is the value of the actual twelith grade math achievement score? g) For the first student in the NELS data set (ID = 1), what is the value of the predicted twelfth grade math achievement score? 6.13. In this exercise, we use the NELS data set to create a model to predict socio-economic status (SES) from eighth grade computer ownership (COMPUTER), a dichotomous variable. a) Create the scatterplot between SES and COMPUTER, using an Interactive scaiterplot so the COMPUTER axis is nicely labeled. b) What is the regression equation for predicting SES from computer ownership? c) Interpret the slope of the regression equation in the context of this analysis. d) Interpret the intercept of the regression equation in the context of this analysis or indicate why it would not be meaningful to do so. e) Use the regression equation to predict the SES of those who owned a computer in eighth grade. f) Use the regression equation to predict the SES of those who did not own a computer in eighth grade. g) Use SPSS to find the mean SES of those who did and those who did not own a computer in eighth grade. h) If the coding of COMPUTER had been changed into the variable COMP1, with 1 representing those that did not own and 2 representing those that did, what would be the regression equation for predicting SES from COMP1? i) If the coding of COMPUTER had been changed into the variable COMP2, with 1 representing those that did not own and 0 representing those that did, what would be the regression equation for predicting SES from COMP2? j) Is it ever not meaningful to interpret the intercept of the regression equation in the case of an independent dichotomous variable? 5.13. In the NELS data set, the variable COMPUTER indicates whether the student's family owned a computer when the studeni was in eighth grade. In this question we will look at the effect that the coding of this variable has on the correlation. a) Compute and interpret the correlation between SES and COMPUTER. b) Recode the variable COMPUTER into COMP1 so that 1= No and 2= Yes. Write the equation representing this linear transformation. Does this transfor mation include a reflection of the original variable COMPUTER? Recall that the original coding is: 0= No and 1= Yes. c) What is the correlation between COMPUTER and COMP1? d) Recode the variable COMPUTER into COMP2 so that 0= Yes and 1= No. Write the equation representing this linear transformation. Does this transformation include a reflection of the original variable COMPUTER? e) What is the correlation between COMPUTER and COMP2? f) Without using SPSS, what is the correlation between SES and COMP1? Between SES and COMP2? 6.3. Using the NELS data set, can tweifth grade math achievement (ACHMAT12) be predicted by eighth grade socioeconomic status (SES) for students in the NELS daia set? Perform a regression analysis using SPSS and use the results to answer the questions that follow. a) Create a scatterplot of ACHMAT12 by SES. Edit the graph to include the regression line. Determine that regression is an appropriate technique to use for predicting ACHMAT12 from SES. b) What is the regression equation for predicting ACHMAT12 from SES? c) Is there a way to interpret the slope that is meaningful in the context of this analysis? If so, explain what additional information it provides. d) Is there a way to interpret the y-intercept that is meaningful in the context of this analysis? If so, explain what additional information it provides. e) What is the predicted twelfth grade math achievement score of a student with SES =20 ? f) For the first student in the NELS data set (ID = 1), what is the value of the actual twelith grade math achievement score? g) For the first student in the NELS data set (ID = 1), what is the value of the predicted twelfth grade math achievement score? 6.13. In this exercise, we use the NELS data set to create a model to predict socio-economic status (SES) from eighth grade computer ownership (COMPUTER), a dichotomous variable. a) Create the scatterplot between SES and COMPUTER, using an Interactive scaiterplot so the COMPUTER axis is nicely labeled. b) What is the regression equation for predicting SES from computer ownership? c) Interpret the slope of the regression equation in the context of this analysis. d) Interpret the intercept of the regression equation in the context of this analysis or indicate why it would not be meaningful to do so. e) Use the regression equation to predict the SES of those who owned a computer in eighth grade. f) Use the regression equation to predict the SES of those who did not own a computer in eighth grade. g) Use SPSS to find the mean SES of those who did and those who did not own a computer in eighth grade. h) If the coding of COMPUTER had been changed into the variable COMP1, with 1 representing those that did not own and 2 representing those that did, what would be the regression equation for predicting SES from COMP1? i) If the coding of COMPUTER had been changed into the variable COMP2, with 1 representing those that did not own and 0 representing those that did, what would be the regression equation for predicting SES from COMP2? j) Is it ever not meaningful to interpret the intercept of the regression equation in the case of an independent dichotomous variable