Applied Business Research: Data Analysis, Descriptive Statistics, and Correlation Matrix

This document provides an analysis of data handling, descriptive statistics, and correlation matrix for applied business research. It includes information on variables, mean, standard deviation, and correlations between different variables. The document also explores differences in exam grades based on gender and year in college.

APPLIED BUSINESS RESEARCH
Assessment 1
Data Analysis
Submitted by:

APPLIED BUSINESS RESEARCH
1. Data handling
a. The given data is entered into the computer through the SPSS software.
b. The variables are defined and assigned appropriate variable labels, values labels, and
scaling indications.
2. Descriptive statistics
a. Using Analyze, Descriptive statistics, Descriptive to summarize metric variables.
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Age 24 17 35 22.96 4.563
Exam Mark 24 67 97 82.00 8.011
Paper Marks 24 57 95 80.33 10.277
Year at College 24 1 4 2.50 1.022
IQ 24 0 99 59.42 33.081
Valid N (listwise) 24
Figure 1 – Descriptive statistics.
Using descriptive statistics, we have analysed and summarised metric variables. This
method indicates the age mean of 24 respondents, which is 22.96. An exam mark varies
from 67 to 97, while paper marks starts with 57 to 95. The mean for year at college is 2.50
year and the IQ mean is 59.42.
b. Recoding the sex variable such that it is 1 for females and 0 for males.
c. Using Analyze, Descriptive statistics, Frequencies to summarize nonmetric
variables.
Sex
Frequency Percent Valid Percent
Cumulative
Percent
Valid 1 4.0 4.0 4.0
1 13 52.0 52.0 56.0
0 11 44.0 44.0 100.0
Total 25 100.0 100.0
Figure 2 – record of sex variable.

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The above figure identifies sex variable. 11 (44.0%) Out of 24 participants were males and
13 (52.0%) were females.
d. Creating a pie-chart for Year in College.
Figure 3 – Pie chart count of year at college
The above figure represents a pie-chart for the year in college. The largest part 37.5% stands
for Junior, 25% is for Sophomore, 20.83% - freshman, and smallest portion 16.67% -senior.
e. Creating a histogram for IQ and including the normal distribution.

APPLIED BUSINESS RESEARCH
Figure 4: Histogram for IQ
The above figure is a histogram for IQ and includes the normal distribution, this indicates IQ
100 as the most frequent variable.
f. Making a scatter plot with IQ on the x-axis and exam grade on the y-axis.

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Figure 5 – Simple scatter of exam mark by IQ
The figure notes that relationship between IQ and exam grades can be seen, however not
in all instances. The participant with 65 IQ has scored the highest exam mark, however the
lowest exam mark 67 was scored by the person with the IQ 99, and the lowest IQ (00)
participant in the group scored 83 points of the exam paper. This concludes that IQ has a
role when performing at the highest level during exam, although IQ is not the final factor.
g. Making a scatter plot with sex on the x-axis and IQ on the y-axis.

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Figure 6 – Simple scatter of IQ by gender
The above figure shows that there is no relationship between IQ coefficient and gender.
h. Compute the mean IQ for males and for females. Conclusion? (2)
Case Processing Summary
Cases
Included Excluded Total
N Percent N Percent N Percent
IQ * Sex 24 96.0% 1 4.0% 25 100.0%
Report
IQ
Sex Mean N Std. Deviation
1 62.54 13 33.421
0 55.73 11 33.897
Total 59.42 24 33.081
Figure 7 – Mean IQ for males and females
The figure indicates that male’s IQ mean is at 55.73, however female result was affected by
higher population (13) and overall mean was at 62.54

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i. A new dummy variable, IQdum is created, which is 1 if the IQ is larger than or equal to
100, and 0 else.
j. Creation of a cross table between IQdum and Year in College.
Year in College * IQ_dum Crosstabulation
IQ_dum
Totalelse
Year in College Freshman Count 5 5
% within Year in College 100.0% 100.0%
Sophomore Count 6 6
% within Year in College 100.0% 100.0%
Junior Count 9 9
% within Year in College 100.0% 100.0%
Senior Count 4 4
% within Year in College 100.0% 100.0%
Total Count 24 24
% within Year in College 100.0% 100.0%
Figure 8 – Dummy IQ*Year at college crosstabultion
The above figure represents results where a new dummy variable – ‘Dummy IQ’ which
states year at college percentage when IQ is between 1 and 99 and when IQ is 100 or
greater.
The table is interpreted according to following forms:
This is the column percentage (i.e., out of the 24 who are with dummy IQ 1 to 99, 5 are
freshman, 6 are sophomore , 9 are junior , 4 are senior .
But, facing limitations our population is relatively small size and does not reflect acctual
findings.
3. Data analysis
a. Finding if the exam grade is significantly larger than 75
Exam Marks(for a maximum of 100)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 67 1 4.0 4.2 4.2
68 1 4.0 4.2 8.3
72 1 4.0 4.2 12.5
75 3 12.0 12.5 25.0
76 1 4.0 4.2 29.2
78 1 4.0 4.2 33.3

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79 1 4.0 4.2 37.5
80 1 4.0 4.2 41.7
81 3 12.0 12.5 54.2
83 1 4.0 4.2 58.3
85 2 8.0 8.3 66.7
87 2 8.0 8.3 75.0
89 1 4.0 4.2 79.2
90 2 8.0 8.3 87.5
92 1 4.0 4.2 91.7
95 1 4.0 4.2 95.8
97 1 4.0 4.2 100.0
Total 24 96.0 100.0
Missing System 1 4.0
Total 25 100.0
Figure 9 –Exam Mark statistics
Yes, the exam grade is significantly larger than 75. As the analysis above shows that the
frequency of exam grade larger than 75, which makes a significant proportion of grades
higher than 75.
b. Differences in the exam grade for men and women – independent samples.
Group Statistics
Gender N Mean Std. Deviation Std. Error Mean
Exam Mark = Male 11 85.00 6.914 2.085
= Female 13 79.46 8.242 2.286
Independent Samples
Levene's Test for Equality of Variances
F Sig. t
Exam Marks(for a maximum of
100)
Equal variances assumed .703 .411 -1.763
Equal variances not assumed -1.790
Figure 10 –independent samples

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The figure illustrates that exam grades are relatively close for both genders, and there are
no significant differences. Below is presented a graphical presentation of both genders’
exam results. We can see that the group means are statistically not significantly different
because the value in the "Sig. (2-tailed)" row is greater than 0.05.
c. Is there a significant difference between the exam grade and the paper grade? – paired
samples. (2)
Figure 11- Paired samples statistics
The figure indicates that there is no significant difference between exam mark and paper
mark. Exam mark standard deviation is at 8.011, while paper marks 10.277.
Paired Samples Correlations
N Correlation Sig.
Pair 1 Exam Mark & Paper Marks 24 .626 .001
d. Finding differences in the paper grade for the four year groups
Case Processing Summary
Cases
Included Excluded Total
N Percent N Percent N Percent
Paper Marks * Year at
College
24 96.0% 1 4.0% 25 100.0%
Report
Paper Marks
Year at College Mean N Std. Deviation
Freshman 79.40 5 3.782
Sophomore 78.00 6 12.474
Junior 81.33 9 12.971
Senior 82.75 4 7.719
Total 80.33 24 10.277
Figure 12 – Paper grade differences
The above figure notes that there are no significant differences between all four-year
groups, mean is around 80% for all four groups

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e. Finding if the sample representative for the IQ level (for which it is known that 50% of
the population has an IQ below 100, and 50% has an IQ of 100 or higher.
IQ
Frequency Percent Valid Percent
Cumulative
Percent
Valid 0 to 99 1 4.0 4.2 4.2
15 2 8.0 8.3 12.5
19 1 4.0 4.2 16.7
20 2 8.0 8.3 25.0
26 1 4.0 4.2 29.2
29 1 4.0 4.2 33.3
40 1 4.0 4.2 37.5
60 1 4.0 4.2 41.7
65 1 4.0 4.2 45.8
70 2 8.0 8.3 54.2
76 1 4.0 4.2 58.3
80 2 8.0 8.3 66.7
82 1 4.0 4.2 70.8
86 1 4.0 4.2 75.0
89 2 8.0 8.3 83.3
98 1 4.0 4.2 87.5
99 3 12.0 12.5 100.0
Total 24 96.0 100.0
Missing System 1 4.0
Total 25 100.0
Figure 13- Sample representative for the IQ
Statistics
IQ
N Valid 24
Missing 1
Mean 59.42

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The figure indicates the mean of 59.42, which agrees with the assumption that 50% of the
population has an IQ below 100, and 50% has an IQ of 100 or higher.
f. Obtaining a correlation matrix for all relevant variables.
Correlations
Age
Exam Marks(for
a maximum of
100)
Paper Marks(for
a maximum of
100) Year in College
Age Pearson Correlation 1 .222 .297 .331
Sig. (2-tailed) .296 .159 .114
N 24 24 24 24
Exam Marks(for a maximum
of 100)
Pearson Correlation .222 1 .626** .218
Sig. (2-tailed) .296 .001 .307
N 24 24 24 24
Paper Marks(for a maximum
of 100)
Pearson Correlation .297 .626** 1 .137
Sig. (2-tailed) .159 .001 .524
N 24 24 24 24
Year in College Pearson Correlation .331 .218 .137 1
Sig. (2-tailed) .114 .307 .524
N 24 24 24 24
IQ Pearson Correlation -.162 -.476* -.400 -.019
Sig. (2-tailed) .449 .019 .053 .929
N 24 24 24 24
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Figure 14 – Correlation matrix.
The highest correlation is noted between exam mark and paper marks where correlation is
0.626, and p-value0.001 does not exceed alpha value (0.05 or 0.1). Other factors such as
paper marks, age do not have significant value for statistical purposes.
g. Doing a multiple regression analysis to explain the variance in paper grades using the
independent variables of: age; sex (dummy coded); and IQ, and interpretation of the results.

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Variables Entered/Removeda
Model
Variables
Entered
Variables
Removed Method
1 Year in College,
IQ, Ageb
. Enter
a. Dependent Variable: Paper Marks(for a maximum of
100)
b. All requested variables entered.
Model Summary
Model R R Square
Adjusted R
Square
Std. Error of the
Estimate
1 .467a .218 .101 9.747
a. Predictors: (Constant), Year in College, IQ, Age
ANOVAa
Model Sum of Squares Df Mean Square F Sig.
1 Regression 529.403 3 176.468 1.858 .169b
Residual 1899.931 20 94.997
Total 2429.333 23
a. Dependent Variable: Paper Marks(for a maximum of 100)
b. Predictors: (Constant), Year in College, IQ, Age
Coefficientsa
Model
Unstandardized Coefficients
Standardized
Coefficients
t Sig.B Std. Error Beta
1 (Constant) 74.260 11.817 6.284 .000
IQ -.113 .062 -.363 -1.810 .085
Age .494 .479 .219 1.032 .314
Year in College .574 2.110 .057 .272 .788
a. Dependent Variable: Paper Marks(for a maximum of 100)
Figure 15 –Multiple regression analysis

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The figure states that regression is 0.467, which is strong, positive, linear relationship. The measure
of effect R2 is 21.8% of the variance in paper grade, which is as well a very strong effect. The
adjusted R square is close to Square and similarly indicates a very strong effect of the variance in
paper. A regression analysis predicting paper grade from the independent variables of: age; sex
(dummy coded); and IQ, was statistically significant f =1.858, p =0.169 as they are different to 0
(zero).

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QUALITATIVE CONTENT DATA ANALYSIS
This involves the identification, examination, interpretation of a pattern and
themes in textual data and also finds the role of the patterns and themes to
solve the queries. It majorly depends highly on the analyzer and the content of
the research. The five participants interviewed here are defined as separate
data document and the interview, questions and responses are then coded.
Once the categories and themes are identified, we begin the process of making
meaning across cases. From understanding how one person cultural and
background, organization’s motto, quality of staff and motivation provided in
the work environment. In corporate culture assessment interview proceeds on
a very structured path defined by the preliminary question set used by the
interviewer to assume coverage of the topic of importance to the researcher.
Qualitative research typically involve purposeful sampling
 Selection for in-depth study of typical.
 Determine key informants(individuals who
have knowledge of or experience with
phenomenon of interest
 Breadth, not representativeness
 Sample size depends on complexity of inquiry
 Sample size is determined by theoretical
saturation.
Some common qualitative research methods
used in this interview are;
Methodology (methods)
1) interview
Explore individual experiences/perceptions/practices in rich details. In the
following interviews that is participant1 data or corporate culture
assessment interview, we see the interview being held in participant’s
office at 0900, November 11, 1997.The interview proceeding on a very
structured path defined by the preliminary question set used by the
interviewer to assure coverage of the topics of importance to the
researcher. We also see that participant 1 gave very tight concise answers
to the questions and kept the discussion on track to an on time conclusion
showing that the participant was keen during the interview. We again have

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that during the interview process so many issues arise showing the
following; Conversation was having a purpose
Sensitive topics were being discussed
Situation where there is perceived danger of reprisal
Topics that cannot be investigated through surveys
Gathering in-depth information about a topic
2) Focus groups; Generate insights to share experiences and social norms
through group discussion. It is useful for;
Characterizing social and cultural norms
Sharing and comparing
Reveal how people talk about an issue
Exploring sensitive topics
Like in this interview you realize almost the same questions are asked to each
and every participant starting from participant 1 up to 3, but you find that
they answer the question about interviews differently according to their
understanding. Again through this interview some many topics are being
explored. Though this, there is also sharing and comparing as the
interviewer is able to compare each and every participant and this can be
realized by the way they are being asked questions.
3) Observation; Enable researcher to learn what is taken for granted in a
situation and to discover what is going on by watching listening. Technique
in the setting; participant observation and nonparticipant observation
Field notes (photographs video). Like we see participants and the interviewer
watching a video hence this method is applied.
4) Exercise;
Develop an interview topic guide. They be in groups to develop one interview
topic guide that may help you with participants in answering research
questions which you decide roles; interviewer, interviewee, observer.
Observe watch the video and write down what is noticed and the good ones
are improved
Results
I discover that for a good interview the following are very important;
Know your interview guide and potentials probes
Rehearse your introduction
Be aware of power difference

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Be a qualitative researcher leave temporarily your other
Roles
Speak carefully
Comfortable with silence
Also discovered the following during the interview should be avoided;
Influencing responses by asking leading questions on conveying
Own view (implicitly or explicitly)
Asking “why”
Asking about other people
Moving too quickly from one topic to another
Interrupting the interviewee.

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Appendix A : Lists of identified themes and their categories
Table 1. List of Coded themes for corporate culture analysis as per the interviews conducted
PPT1 PPT2 PPT3 PPT4 PPT5
Interview venue
Time limitations
Statement of
purpose
Recording
agreement
Media limitations
Work culture
Growth
Competitive
advantage
Corporation
status
Quality of staff
Evolution of
organization
Company
background
Expansion
Current focus
Company motto
Specialization
Stakeholder
equality
Competency
Governing
hierarchy
Change
management
Communication
mode
Shared access
Policy limitations
Decision making
Bonus criteria
Performance
factors
Penalize/
termination
criteria
Ethical issues
Non tolerance
Job definition
Problem solving
Customer
satisfaction
Customer
feedback
Staff management
Leadership values
Corporate
experience
Profitability
Payment criteria
Interview venue
Available
media
Recording
agreement
Interview
purpose
Work culture
Job duration
Job experience
Personal
growth
Past experience
Opportunities
Organization
experience
Company
growth
Organization
values
Job position
Job challenge
Motto
Business motto
Competency
Division
hierarchy
Change
management
Communicatio
n mode
Use of email
Email
limitations
Communicatio
n enhancement
Undefined rules
Dress code
Code of
conduct
Policies and
procedures
Information
sharing
Reward criteria
Punishments
Policy
limitations
Forgiveness
Termination
Job
characteristics
Position
differentiation
Interview
venue
Statement of
purpose
Work culture
Company
scope
Comparison
Evolution
Organizationa
l motto
Past
knowledge
Limited
exposure
Managing
authority
Change
management
Information
sharing
e-
communicatio
n
ethical
conduct
dress code
dress code
limitations
policies and
procedures
code of
conduct
mandatory
procedures
reward
criteria
performance
analysis
partiality
penalize
criteria
team
effectiveness
behavioral
impact
misbehavior
job definition
timeliness
learning
opportunity
learning
experience
corporation
Interview
venue
Recording of
interview
Work
experience
Work politics
Job
frustration
Under
utilization of
skills
Work conflicts
Work
adjustment
Evolution of
organization
Organisations
al size
Resource
management
Job
promotions
Less
recognition
Organization
goals
Organization
motto
Staff
treatment
Casual
situation
Organizationa
l motto
Competency
Lack of
opportunities
Sub contracts
Change
management
Re-
organization
Perfection
Use of email
Information
sharing
medium
Undefined
rules
Dress code
Frustration
Employee
relations
Interview venue
Statement of
purpose
Hiring decision
Multitasking
Employee
feedback
Career advice
Task
management
Process model
External
support
Job motivation
Cheap labor
Fair
recruitment
Salary
expectation
Lack of self-
confidence
Trend analysis
Job security
Career setting
Motivation
Fresher
Task priorities
Job structure
Systematic
approach
Promotions
Staff categories
Undefined goals
Lack of
confidence
Basic knowledge
Lack of
responsibility
Specialization
Job mismatch
Specialized job
Convincing
Work capability
Networking
Mentoring
Active role
Advising
Credibility
Supervision
Reward system
Job
performance
Team strength
Time

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Time card
management
Teamwork
Managing
workforce
Time card
management
Educational
background
Schooling
Orientation
Placement
Practical
experience
Corporation
values
Success factors
Skill acquisition
Workforce
capabilities
Role model
Staff training
Job orientation
Education
policy
Justification
Knowledge
Analytical skills
Time
management
Focus
Graduation
skills
Comparison
Authority
Modes of
communication
Continuous
learning
Goal set
Area of interest
Learning
limitations
Self-realization
Job challenge
Target goals
Work
environment
Opportunities
Familiarization
Conclusion
Dress code
rectification
values
monetary
values
payment
criteria
time card
management
Privacy of
issues
Reward
system
Forgiveness
Warning letter
Performance
improvement
Gender
inequality
Partiality
Job
performance
Presence of
mind
Differentiation
Non-
interference
Voluntary
involvement
Company
stability
Disagreement
Job partiality
Discrimination
Knowledge
base
Dissatisfaction
Job challenges
Comfortable
job
Creativity
Lack of
challenge
Positivity
Role model
Organizationa
l values
Job transition
Leadership
skills
Team
effectiveness
wage criteria
non-relevance
unfairness
qualifications
future studies
work and
study balance
time card
management
schooling
vocational
experience
job experience
undefined
path
job placement
management
Dedication
Staff training
programs
Opportunity
Skill
improvement
Humanity
Unfulfilled
agreements
Creativity
barrier
Terrible job
Learning
capabilities
Goal setting
Job security
Learning
difficulties
Corporation
limitations
Staff growth
Co-operative
culture
Favoritism
Changing jobs
Task
management
Staff
management
Improvement
plans
Job success
No promotions
Staff
categorization
Military
background bias
Gender bias
Gender
comparison
Fair treatment
Belongingness
Supportive
culture
Suggestions
Handling
situations
Freedom of
speech
Overtaken
Continuous
growth
Underestimatio
ns
Job
opportunities
success stories
motivation

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self-esteem
job rotation
encouragemen
t
support
unconditional
support
learning
opportunities
lack of
knowledge
self-
development
teamwork
initial training
work culture
lack of
support
terrible job
odd interests
goal setting
personality
development

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Table 2. List of Coded themes for college to work analysis as per the interviews conducted
PPT2 PPT3 PPT4 PPT5
Educational
background
Qualifications
Scholarships
Schooling
Hometown
Vocational
experience
Job opportunity
Work
experience
Success skills
Work
achievement
Learning
experience
Role model
Support
Motivation
Staff training
Training
advantage
Knowledge
Learning skills
Learning
opportunities
Justification
Job satisfaction
Interview venue
Statement of purpose
Self-confidence
Attitude
Job duration
Decision making
Self-realization
Desire
Job sources
Dissatisfaction
Job description
Career starter
Lack of professionalism
Learning opportunities
Task-oriented
Learning capability
Coordination skills
Company knowledge
Organization culture
Situational perception
Gender differences
Generation gap
Personality
Technical gap
Job importance
Task-oriented
Teamwork
Team diversity
Group differentiation
Multitasking
Job responsibilities
Area of interest
Relationships
Support
Staff training
Work environment
Competition
Job specification
Modes of communication
Job dissatisfaction
Job definition
Group limitations
Staff shortage
Promotion
Job security
Decision making
Problem solving
Relationships
Responsibility
Interview venue
Statement of
purpose
Job placement
Lack of knowledge
Educational
background
Job comparison
Futuristic plans
Skill acquisition
Past experiences
Learning while
doing
Knowledge
acquisition
Staff training
Support from
seniors
Individual work
experience
Job inspiration
Organizational
culture
Company
information
Gender differences
Gender equality
Personality
differences
Job differentiations
Active learning
Job explanations
Teamwork
Job discrimination
Task organization
Skill transition
job limitations
job security
job uncertainty
Interview venue
Statement of
purpose
Hiring decision
Multitasking
Employee feedback
Career advice
Task management
Process model
External support
Job motivation
Cheap labor
Fair recruitment
Salary expectation
Lack of self-
confidence
Trend analysis
Job security
Career setting
Motivation
Fresher
Task priorities
Job structure
Systematic
approach
Promotions
Staff categories
Undefined goals
Lack of confidence
Basic knowledge
Lack of
responsibility
Specialization
Job mismatch
Specialized job
Convincing
Work capability
Networking
Mentoring
Unfulfilled
agreements
Goal setting
Job security
Learning difficulties
Freedom of speech
Overtaken
Continuous growth

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Table 3. Categorization of coded themes for analysis
Categories of themes
Corporate
Culture
i. Cultural aspects of the organization
ii. Employee’s educational and work experience
iii. Unfavorable aspects of corporation work environment
iv. Team work advantages and support
v. Staff treatment and learning limitations
vi. role of policies and procedures on organizational culture
vii. Lack of skills and work abilities among the staff and their
influence
viii. Impact of reward system on the performance
College to
work
i. Impact of educational capabilities on work life
ii. Important aspects of work environment for a recent
graduate
iii. Role of organizational exposure in career build-up for
graduates
iv. Inspirational aspects for growth and motivation
v. Critical causes of declining performance at workplace