Republic of the Philippines
President Ramon Magsaysay State University
Iba, Zambales (Main Campus)
(Formerly Ramon Magsaysay Technological University
)
GRADUATE SCHOOL
CHAPTER 7: CORRELATION
Fill in the blanks:
7.1. The magnitude of the correlation is indicated by the correlation coefficient which can
range from –1.00 to +1.00.
7.2. The most common and efficient way to present the correlations of several variables
with each other is by using a(n) intercorrelation table.
7.3. The correlation between two variables can be shown graphically with a scattergram.
7.4. The null hypothesis predicts that the correlation coefficient is equal to zero.
Circle the correct answer:
7.5. The hypothesis that states that r2≠0 is an example of a(n) alternative/null hypothesis.
7.6. When an increase in one variable is associated with a decrease in the other variable,
the correlation between these two variables is positive/negative.
7.7. In order to use the Pearson product-moment correlation, the variables to be correlated
should be measured on an ordinal/interval scale.
7.8. When the points on a scattergram go from the bottom left to the top right they
represent a positive/negative correlation.
7.9. The true correlation between two variables may be underestimated when the variance
of one of the variables is very high/very low.
7.10. When the null hypothesis is rejected at p<.001, it means that the likelihood that
the correlation coefficient is equal to 0 (r=0) is very low/very high.
7.11. The null hypothesis is rejected when the obtained correlation coefficient is
higher/lower than the critical value.
Answer/compute the following questions:
7.12. Which correlation coefficient (a or b) shows a stronger relationship between the
two variables being correlated?
a. X1&Y1: r = .85
b. X2&Y2: r = –.94
7.13. Following are two scattergrams (Figure A and in Figure B). Four different correlation
coefficients are listed under each scattergram. Choose the coefficient
that best matches each scattergram.
Figure A matches the correlation of r= –.10 in A3
Both scattergrams indicate very low or no correlation.
7.15 Estimate (do not calculate!) the correlation between the scores on Test X and
Test Y that were obtained by five students. Indicate whether the correlation is
positive or negative, and whether it is high or low. Explain your answer.
The correlation is positive and very high.
7.16 Choose the correlation coefficient that best represents the diagram illustrating
this correlation.
7.17. Study the following intercorrelation table. Two tests measure language arts
and two tests measure mathematics. Knowing that Test 1 measures language
arts, speculate which is the other language arts test (2, 3, or 4) and which two
tests measure mathematics. (A hint: The two language arts tests should correlate higher
with each other than with the two mathematics tests, and the two
mathematics tests should correlate higher with each other than with the two
language arts tests.)
7.18. Table 7.18 shows results from a study correlating science and mathematics
scores for a group of 16 boys, a group of 15 girls, and the two groups combined.
a. Which correlation coefficient is the highest? Explain.
The correlation of r=.59 (for the boys) is the highest
b. Which correlation coefficient has the highest statistical significance? Explain.
The correlation of r=.53 (for the two groups combined); (Explanation: The
p value of this correlation is .01 and it is lower than the other two p values,
which means that it has the highest level of statistical significance.)
c. How can a correlation of r=.53 (from the combined group) be more statistically significant
(more significant p value) than a correlation of r=.59 (from
the group of boys)? Explain.
Because of differences in sample sizes; (Explanation: The correlation of r=.53
was computed for a group of 31, while the correlation of r=.59 was computed
for a group of 16.)
CHAPTER 8: PREDICTION & REGRESSION
Fill in the blanks:
8.1. In simple regression, there is/are one predictor(s).
8.2. The regression line is also called a line of best fit.
8.3. The slope of the regression line is represented by the letter b.
8.4. When the regression equation is used to draw a line, the point where that line
intersects the vertical line (the Y axis) is represented by the letter a which indicates the
intercept.
8.5. When the correlation between two variables is perfect and positive, and we use
one of these variables to predict the other one, the standard error of estimate (SE) is zero.
8.6. The difference between an actual Y score and its corresponding predicted Y score
(Y') is called the error score.
8.7. In multiple regression with two predictors, there is/are one intercept(s), represented in
the equation by the letter a.
Circle the correct answer:
8.8. In regression, the predictor is called the independent/dependent variable, and the
predicted variable (or the criterion variable) is called the independent/dependent.
8.9. The predicted variable is represented by the letter X/Y and the predictor is
represented by the letter X/Y.
8.10. In the regression equation, the letter b represents the constant/coefficient and
the letter a represents the constant/coefficient.
8.11. The dependent variable can be predicted more accurately as the correlation
between the independent and dependent variables increases/decreases.
8.12. As the correlation between the predictor and the criterion variable increases, the
standard error of estimate (SE) increases/decreases.
8.13. The predicted Y scores are expected to be on/around the regression line.
8.14. Scores on the criterion variable can be predicted more accurately when SE
is larger/smaller.
Answer/compute the following questions:
8.15. Study the following graph. If a student has a score of 25 on the Vocabulary Test
(the predictor X), what is the student’s predicted score on the Reading Test (the
criterion Y)?
35
8.16. A science teacher used last year’s midterm and final scores of her students to
derive a prediction equation. This year’s students, who are similar to last year’s
students, take the midterm exam, and their scores are used to predict their final
grade. The teacher decided that to get a grade of A, students have to score from
90 to 100. To get a grade of B, the scores should be 80–89, and for a grade of C,
the scores should be 70–79. Table 8.16.1 shows the midterm exam scores of six students,
and the prediction equation.
a. Calculate the students’ predicted scores (Y' scores) on the end-of-year examination.
(Note: Use the prediction equation to compute the students’ Y' scores.)
b. Calculate the students’ predicted final grades (A, B, or C), based on their end-of-year
examination scores.