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Tutorial: Two Way ANOVA 1. A researcher wants to study the effect of exercise and diet on percentage of body fat.

A sample of 20 university students is randomly chosen and randomly placed in four different treatment conditions. Results of this study is shown in the table below Diet of less than 2000 calories 10, 12, 14, 12, 10 16, 18, 20, 22, 20 Diet of more than 2000 calories 12, 14, 15, 16, 14 22, 24, 24, 22, 24

Exercise No exercise

a) State (i) the independent variable and its levels, and (ii) the dependent variable in this study. b) State the assumptions that have to be obeyed when carrying out two Way ANOVA. c) Using SPSS, test the hypothesis whether exercise and diet has a significant effect on percentage of body fat, at a significance level of .01.

2. A researcher wants to study the effect of teaching method and gender on statistics performance of students. A sample of 36 university students was randomly chosen and randomly placed in six different treatment conditions. The statistics performance score is shown in the table below.
Method I Method II Method III Male 32, 30, 36, 38, 38, 35 34, 40, 36, 31, 39, 33 40, 35, 42, 38, 36, 41 Female 25, 29, 27, 26, 28, 24 40, 38, 29, 34, 33, 37 43, 36, 41, 39, 37, 45

a) State (i) the independent variable and its levels, and (ii) the dependent variable in this study. b) State the assumptions that has to be obeyed when carrying out two Way ANOVA. c) Using SPSS, test the hypothesis whether teaching method and gender has a significant effect on statistics performance, at a significance level of .05. d) Is a Post Hoc test necessary? Explain, aand if necessary use a Tukey test. 3. A researcher wants to study the effect of reward and gender on mathematics problem solving ability (kebolehan penyelesaian masalah matematik) of students. A sample of 32 students was randomly chosen and randomly placed in four different treatment conditions. The mathematics problem solving score is shown in the table below. Reward (Ganjaran) No reward Male (Lelaki) 21, 22, 19, 23, 17, 24, 20, 25 15, 9, 11, 19, 16, 14, 13, 12 Female (Perempuan) 6, 4, 7, 11, 5, 8, 12, 9 8, 7, 3, 11, 5, 10, 5, 6

The results of this study, at .01 significance level is shown in the following tables, obtained from the SPSS output

Analysis of Variance

Between-Subjects Factors Ganjaran (Faktor A) Jantina (Faktor B) 1 2 1 2 Value Label Ganjaran Tiada Ganjaran Lelaki Perempuan N 16 16 16 16

Descriptive Statistics Dependent Variable: Kebolehan Penyelesaian Masalah Matematik Ganjaran (Faktor A) Jantina (Faktor B) Ganjaran Lelaki Perempuan Total Tiada Ganjaran Lelaki Perempuan Total Total Lelaki Perempuan Total Mean 21.38 7.75 14.56 13.63 6.88 10.25 17.50 7.31 12.41 Std. Deviation 2.669 2.816 7.519 3.114 2.696 4.480 4.885 2.701 6.470 N 8 8 16 8 8 16 16 16 32

a Levene's Test of Equality of Error Variances

Dependent Variable: Kebolehan Penyelesaian Masalah Matematik F .048 df1 3 df2 28 Sig. .986

Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept+Ganjaran+Jantina+Ganjaran * Jantina

Tests of Between-Subjects Effects Dependent Variable: Kebolehan Penyelesaian Masalah Matematik Source Corrected Model Intercept Ganjaran Jantina Ganjaran * Jantina Error Total Corrected Total Type III Sum of Squares 1073.594 a 4925.281 148.781 830.281 94.531 224.125 6223.000 1297.719 df 3 1 1 1 1 28 32 31 Mean Square 357.865 4925.281 148.781 830.281 94.531 8.004 F 44.708 615.317 18.587 103.727 11.810 Sig. .000 .000 .000 .000 .002 Partial Eta Squared .827 .956 .399 .787 .297

a. R Squared = .827 (Adjusted R Squared = .809)

Profile Plots

Estimated Marginal Means of Kebolehan Penyelesaian Masalah Matematik


Jantina (Faktor B) Lelaki Perempuan 20

15

l n g r M d e a m i t s E

10

Ganjaran

Tiada Ganjaran

Ganjaran (Faktor A)

a) State (i) the independent variable and its levels, and (ii) the dependent variable in this study. b) State the assumptions that has to be obeyed when carrying out two Way ANOVA. c) Do the scores of the dependent variable in each cell have equal variances? Explain. d) e) f) g) State the null hypotheses in this study. Is there a significant main effect of factor A on mathematics problem solving ability? Explain. Is there a significant main effect of factor B on mathematics problem solving ability? Explain. Is there a significant interaction effect between factor A and factor B on mathematics problem solving ability? Explain. h) What is the effect size for the main effect and interaction effect that is significant? Explain. a) Should a Post Hoc be done? Explain why and if necessary, use a Tukey test.

4. A researcher wants to study the effect of teaching method ( kaedah pengajaran) and IQ on students reading ability. A sampel of 36 students was chosen randomly and placed randomly in six different treatment situations. The reading ability score is given in the following table:
Low (Rendah) IQ Method I Method II 22, 18, 16, 20 20, 18, 19, 15 Moderate (Sederhana) IQ 24, 21, 20, 20 20, 29, 25, 30 High (Tinggi) IQ 40, 36, 38, 36 32, 29, 36, 35

The results of this study, at .05 significance level is shown in the following tables, obtained from the SPSS output

Univariate Analysis of Variance


Between-Subjects Factors Kaedah Pengajaran (Faktor A) IQ (Faktor B) 1 2 1 2 3 Value Label Kaedah I Kaedah II Rendah Sederhana Tinggi N 12 12 8 8 8

Descriptive Statistics Dependent Variable: Kebolehan Membaca Kaedah Pengajaran IQ (Faktor B) Mean (Faktor A) Kaedah I Rendah 19.00 Sederhana 21.25 Tinggi 37.50 Total 25.92 Kaedah II Rendah 18.00 Sederhana 26.00 Tinggi 33.00 Total 25.67 Total Rendah 18.50 Sederhana 23.62 Tinggi 35.25 Total 25.79
a Levene's Test of Equality of Error Variances

Std. Deviation 2.582 1.893 1.915 8.826 2.160 4.546 3.162 7.114 2.268 4.104 3.412 7.841

N 4 4 4 12 4 4 4 12 8 8 8 24

Dependent Variable: Kebolehan Membaca F 1.506 df1 5 df2 18 Sig. .237

Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept+KaedahPengajaran+IQ+ KaedahPengajaran * IQ

Tests of Between-Subjects Effects Dependent Variable: Kebolehan Membaca Source Corrected Model Intercept KaedahPengajaran IQ KaedahPengajaran * IQ Error Total Corrected Total Type III Sum of Squares 1266.208 a 15965.042 .375 1178.583 87.250 147.750 17379.000 1413.958 df 5 1 1 2 2 18 24 23 Mean Square 253.242 15965.042 .375 589.292 43.625 8.208 F 30.852 1944.980 .046 71.792 5.315 Sig. .000 .000 .833 .000 .015 Partial Eta Squared .896 .991 .003 .889 .371

a. R Squared = .896 (Adjusted R Squared = .866)

Post Hoc Tests IQ (Faktor B)


Multiple Comparisons Dependent Variable: Kebolehan Membaca Tukey HSD Mean Difference (I) IQ (Faktor B) (J) IQ (Faktor B) (I-J) Std. Error Rendah Sederhana -5.12* 1.433 Tinggi -16.75* 1.433 Sederhana Rendah 5.12* 1.433 Tinggi -11.63* 1.433 Tinggi Rendah 16.75* 1.433 Sederhana 11.63* 1.433 Based on observed means. *. The mean difference is significant at the .05 level.

Sig. .006 .000 .006 .000 .000 .000

95% Confidence Interval Lower Bound Upper Bound -8.78 -1.47 -20.41 -13.09 1.47 8.78 -15.28 -7.97 13.09 20.41 7.97 15.28

Homogeneous Subsets
Kebolehan Membaca Tukey HSD
a,b

IQ (Faktor B) Rendah Sederhana Tinggi Sig.

N 8 8 8

1 18.50

Subset 2 23.62

1.000

1.000

35.25 1.000

Means for groups in homogeneous subsets are displayed. Based on Type III Sum of Squares The error term is Mean Square(Error) = 8.208. a. Uses Harmonic Mean Sample Size = 8.000. b. Alpha = .05.

Profile Plots

Estimated Marginal Means of Kebolehan Membaca


IQ (Faktor B) Rendah Sederhana 35 Tinggi

30

25

l n g r M d e a m i t s E
20

Kaedah I

Kaedah II

Kaedah Pengajaran (Faktor A)

a) State (i) the independent variable and its levels, and (ii) the dependent variable in this study. b) State the assumptions that has to be obeyed when carrying out two Way ANOVA. c) Do the scores of the dependent variable in each cell have equal variances? Explain. d) e) f) g) State the null hypotheses in this study. Is there a significant main effect of factor A on reading ability? Explain. Is there a significant main effect of factor B on reading ability? Explain. Is there a significant interaction effect between factor A and factor B on reading ability? Explain. h) What is the effect size for the main effect and interaction effect that is significant? Explain. i) Should a Post Hoc be done? Explain why and if necessary, use a Tukey test.

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