ANCOVA 1

ANCOVA
In this experimental study, we are trying to assess the effects of teaching methods on math achievement by comparing the average math achievement score in different teaching method groups after controlling the effects of student IQ. Research question: Does teaching method impact mathematics achievement controlling for IQ? 1. Click on Variable View on the bottom left. Starting at the top of the far left column (under Name), type in the variable names (Math, Method, IQ).
Name Math Method IQ Type Numeric Numeric Numeric Width 8 8 8 Decimals Label Values 2 None 2 None 2 None Missing None None None Columns 8 8 8 Align Right Right Right Measure Scale Scale Scale

2. Label the categorical variable (Method). 3. Click on the Values box for the categorical variable Method. Type 1 for Value and Traditional for the Value label. Click add. Type 2 for Value and Traditional/Progressive for the Value label. Click add. Type 3 for Value and Progressive for the Value label. Click add. Click OK. 4. Click on Data View on the bottom left.

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5. Enter data into SPSS.

Math 6.00 6.00 8.00 6.00 5.00 8.00 7.00 9.00 12.00 8.00 10.00 14.00 11.00 15.00 12.00

Method 1.00 1.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 3.00 3.00 3.00 3.00 3.00

IQ 100.00 98.00 105.00 95.00 100.00 98.00 95.00 100.00 110.00 100.00 100.00 119.00 104.00 120.00 105.00

Math = dependent variable Method = independent variables IQ = control variable = covariate

2. Click on Analyze. General Linear Model. Univariate. 3. Click on Math in the box on the left. Click on the arrow next to Dependent variable. 4. Click on Method in the box on the left. Click on the arrow next to Fixed Factor(s). 5. Click on IQ in the box on the left. Click on the arrow next to Covariate(s). 6. Click on Options. Check Descriptive statistics + Homogeneity tests. Click Continue.

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Assessment of the Assumption of Regression Homogeneity 7. Click on Model. Check Custom. 8. Change box in the center from Interaction to Main effects. Under Factors & Covariates, click Method. Hit center arrow. Click IQ. Click center arrow. 9. Change box in the center from Main effects to Interaction. Under Factors & Covariates, highlight both Method & IQ. Click center arrow. Click Continue. 10. Click OK. Note: The interaction effect between method and IQ must be assessed to rule out the violation of regression homogeneity assumption before you can assess the effects of teaching method on mathematics achievement controlling for IQ (main effect). When the F test results of the interaction term (product term) of method and IQ are statistically nonsignificant at the preset level, the regression homogeneity assumption is not violated in the population. If the regression homogeneity assumption is not violated, you can move on to assess the main effect shown below. Assessment of the Main Effect of Teaching Method Controlling for IQ Repeat Previous Steps 1-8. 9. Click Continue. Click OK.

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SPSS Output:
Between-Subjects Factors N Method 1.00 2.00 3.00 5 5 5

Descriptive Statistics Dependent Variable: Math Method 1.00 2.00 3.00 Total Mean 6.2000 8.8000 12.4000 9.1333 Std. Deviation 1.09545 1.92354 2.07364 3.09069 N 5 5 5 15

Levene's Test of Equality of Error Variances(a) Dependent Variable: Math F 1.913 df1 2 df2 12 Sig. .190

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

Tests of Between-Subjects Effects Dependent Variable: Math Source Corrected Model Intercept Method IQ Method * IQ Error Total Corrected Total Type III Sum of Squares 129.632(a) 8.213 1.556 18.991 1.385 4.102 1385.000 133.733 df 5 1 2 1 2 9 15 14 Mean Square 25.926 8.213 .778 18.991 .693 .456 F 56.886 18.021 1.707 41.669 1.520 Sig. .000 .002 .235 .000 .270

a R Squared = .969 (Adjusted R Squared = .952)

Assessment of the Assumption of the Regression Homogeneity: For the current tutorial, the level is set at the .05 level. The result of the F test of the product term of Teaching Method and IQ fails to support the

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violation of the assumption of the regression homogeneity, FMethod*IQ (2, 9) = 1.520, p > 0.05. Therefore, a single rule of the covariate-based adjustment of the dependent variable scores can be applied to participants across different teaching method groups. Note: In other words, an interaction effect does not exist. Therefore, you can assess the effects of teaching method on mathematics achievement controlling for IQ.
Levene's Test of Equality of Error Variances(a) Dependent Variable: Math F .934 df1 2 df2 12 Sig. .420

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

Tests of Between-Subjects Effects Dependent Variable: Math Source Corrected Model Intercept IQ Method Error Total Corrected Total Type III Sum of Squares 128.246(a) 12.745 31.313 26.673 5.487 1385.000 133.733 df 3 1 1 2 11 15 14 Mean Square 42.749 12.745 31.313 13.337 .499 F 85.699 25.551 62.774 26.736 Sig. .000 .000 .000 .000

a R Squared = .959 (Adjusted R Squared = .948)

Assessment of the Effects of Teaching Method Controlling for IQ:

Note: The product term of Teaching Method and IQ will be removed from the model to assess the effects of Teaching Method controlling for IQ.

For the current tutorial, the level is set at the .05 level. The results of the F-test support the effect of the teaching method on student achievement after controlling for IQ, F(2,11) = 26.736, p < 0.05.