8/14/2019 Analysis Section 1

1/3

Analysis Section

1. Distribution of the sample according to Groups and sex and ses.Example:

SEX TOTAL------------------------------------------------------------------------------

BOYS GIRLS FREQ %--------------------------------------------------

FREQ % FREQ %

EXPT SESHIGH SES 88 22.2 99 24.9 187 47.1MED SES 93 23.4 117 29.5 210 52.9LOW SES 100 22.6 2 1.2 --- ---

TOTAL 281 67.6 218 56.4 397 100

CONTROL SES

. . . . . . . . .

Chi-square = 0.21, df =1, p>0.05

Instrumentation:

Instrument 1

Instrument 2 Instrument 3

.

Scoring of the tests

Adaptation and Pilot Tests of the Instruments

Test-retest reliability and Cronbach alpha of the Instruments

Validity of the Instruments

Content validity:Construct validity: 1. correlation between yoiur instrument and other

measures of your instrument. 2. comparison of personality characteristics ofpupils achieving high scores with low scorersConcurrent validity:Predictive validity short and long range

Histogram of scores obtained

Data Collections: How do you collect your data, visits to school, procedures,

time frame, administration of tests

1

8/14/2019 Analysis Section 1

2/3

Results and Interpretations

Introduction: how you organized your results

Descriptive statistics of tests and their components

Example:

GENDER SES COG LEVELSB G H M L H M L

------------------------------------------------------------------------------------------------------------TEST!MeanSDMedianMinMax

TEST2

---

Intercorrelations among the components of Test1

Intercorrelations among the components of Test2

Intercorrelations among the components of Test.

Stepwise Multiple Regression AnalysesOverall score was the dependent variable and the components of Test Items Pand Q were the predictors.Example: (see Table below)Overall creativity was the dependent variable and the components of figural andverbal creativity were the predictors. This method employed allows a predictionequation for overall creativity to be formulated by choosing one component at atime, first choosing the component which was the best predictor. Variables werethen added step-by-step until no other variables would make a significantcontribution to the prediction equation. For the inclusion of variables in thisstepwise mode, the minimal F-value was 0.01 and the tolerance level was 0.001.

Table shows that, figural originality is the best single predictor of overall creativityand alone account for about 60% (Note:look at R Square change = 0.59967) ofthe total variance of overall creativity. The table also shows that fig originalitytogether with verbal fluency (Note: R square change: Fig Ori = 0.599 + VerbalFluency = 0.29 = 0.90) accounts for about 90% of the total variance of overallcreativity. The remaining 10% are accounted by the rest of 5 components of figand verb creativity.

Although the 4 components of fig creativity and 3 components of verbal creativityare highly intercorrelated among themselves, fig orig and verbal fluency are the

2

8/14/2019 Analysis Section 1

3/3

contributors to overall creativity. Table shows that fig orig is the foremostpredictor and verbal originality is the last predictor to be entered suggest thatalthough Bruneian pupil who is creative possesses ideational originality but he isreluctant to verbalise his ideas. This is consistent with the common observationof Bruneian teachers that their pupils are generally hesistant to speak out theirown ideas especially if these ideas do not conform to the expectations of theirparents and teachers.

Small amount of variance from fig and verb flexibility overlap suggest thatBruneian pupils who are creative are not flexible due to education system that isexam-oriented and less on flexibility development of pupils.

3

SignificantPredictorVariables

Figural Originality

Verbal Fluency

Figural Elaboration

Figural Fluency

Verbal Flexibility

Figural Flexibility

Verbal Originality