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Descriptive APA Style

This document reports on a descriptive analysis and regression analysis of students' logical thinking skills, self-regulation, interpersonal intelligence, and learning achievement based on their class type and year. It includes figures showing pie charts of class type and year, tables displaying means, standard deviations and regression results. A multiple linear regression found that class type significantly predicted student achievement, but year, logical thinking, self-regulation and interpersonal intelligence did not. The analysis explains 48% of the variance in student achievement.

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Ainun Najib Alfatih
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© © All Rights Reserved
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19 views

Descriptive APA Style

This document reports on a descriptive analysis and regression analysis of students' logical thinking skills, self-regulation, interpersonal intelligence, and learning achievement based on their class type and year. It includes figures showing pie charts of class type and year, tables displaying means, standard deviations and regression results. A multiple linear regression found that class type significantly predicted student achievement, but year, logical thinking, self-regulation and interpersonal intelligence did not. The analysis explains 48% of the variance in student achievement.

Uploaded by

Ainun Najib Alfatih
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Descriptive Analysis

Figure 1 Pie chart showing the type of students class

Figure 2 Pie chart showing the year of students


Table 1
Means and Standard Deviations of students' Logical Thinking Skill, Self-regulation, Interpersonal
Intelligence, and Learning Achievement in two different types of class
Science
Variables

Social
SD

SD

Logical Thinking

15.69

3.81

19.00

2.62

Self-Regulation

95.72

12.20

96.79

7.85

Interpersonal Intelligence

93.31

10.78

99.67

9.18

Student Achievement

21.93

8.32

9.21

4.99

Figure 3 Students' Logical Thinking Score

Figure 4 Students Self-Regulation Score

Figure 5 Students Interpersonal Intelligence

Figure 6 Students Achievement

Figure 8. Box Plot of students' Logical Thinking Skill, Self-regulation, Interpersonal Intelligence, and
Learning Achievement in two different types of class

Regression Analysis
Table 2
Model summary for variables predicting students achievement

Model
1

Adjusted R

Std. Error of

R Square

Square

the Estimate

0.69

0.48

0.42

7.18

a. Predictors: (Constant), Year of Student, Type of Class, SelfRegulation, Logical Thinking, Interpersonal Intelligence

Table 3
Regression analysis summary for variables predicting students achievement (F Test)
Sum of
1

Model

Squares

df

Mean Square

Sig.

Regression

2215.512

443.102

8.599

.000**

Residual

2421.960

47

51.531

Total

4637.472

53

a. Dependent Variable: Student Achievement


b. Predictors: (Constant), Interpersonal Intelligence, Logical Thinking, Self-Regulation
Type of Class, Year of Students
N=53, **p= < 0.05
Table 4
Regression analysis summary for variables predicting students achievement (T-Test)
Variable
Type of Class

SE B

-12.17

2.34

-0.65

-5.19

0.00**

Year of Student

0.67

2.07

0.04

0.33

0.75

Logical Thinking

-0.22

0.31

-0.09

-0.70

0.49

Self-regulation

0.11

0.11

0.13

1.04

0.31

Interpersonal Intelligence

0.01

0.11

0.01

0.07

0.95

Notes R2 =
0.48; Adj. R2 =
0.42 (N=53,
**p= < 0.05)

APA Format

Report
A multiple linear regression was conducted to predict students learning achievement based on Type
of class, Year of students, Logical Thinking skill, self-regulation, and Interpersonal Intelligence. Using
the enter method it was found that Logical Thinking skill, self-regulation, and Interpersonal Intelligence
level explain a significant amount of the variance in the value of students achievement (F(5,47) =
8.60, p < 0.00), with an R2 of 0.48. The analysis shows that year of student (Beta = 0.67, t(53) = 0.33,
ns), logical thinking (Beta = -0.22, t(53) = -0.70, ns), self-regulation (Beta = 0.11, t(53) = 1.04, ns),

Interpersonal Intelligence (Beta = 0.01, t(53) = 0.07, ns) level did not significantly predict value of
students achievement. However Type of class did significantly predict value of students Achievement
(Beta = -12.17, t(53) = --5.19, p < 0.05).

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