Analysis Section 1

1 Analysis Section 1. Distribution of the sample according to Groups and sex and ses. Example: SEX TOTAL -----------------------------------------------------------------------------BOYS GIRLS FREQ % -------------------------------------------------FREQ % FREQ % EXPT SES HIGH SES 88 MED SES 93 LOW SES 100

22.2 23.4 22.6

99 117 2

24.9 29.5 1.2

187 210 ---

47.1 52.9 ---

TOTAL

67.6

218

56.4

397

100

281

CONTROL SES ….

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Chi-square = 0.21, df =1, p>0.05 Instrumentation: • • • •

Instrument 1 Instrument 2 Instrument 3 …………….

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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 of pupils achieving high scores with low scorers Concurrent validity: Predictive validity – short and long range

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Histogram of scores obtained Data Collections: How do you collect your data, visits to school, procedures, time frame, administration of tests

2 Results and Interpretations • Introduction: how you organized your results • Descriptive statistics of tests and their components Example: GENDER SES COG LEVELS B G H M L H M L -----------------------------------------------------------------------------------------------------------TEST! Mean SD Median Min Max TEST2 • • •

Intercorrelations among the components of Test1 Intercorrelations among the components of Test2 Intercorrelations among the components of Test….

Stepwise Multiple Regression Analyses Overall score was the dependent variable and the components of Test Items P and Q were the predictors. Example: (see Table below) Overall creativity was the dependent variable and the components of figural and verbal creativity were the predictors. This method employed allows a prediction equation for overall creativity to be formulated by choosing one component at a time, first choosing the component which was the best predictor. Variables were then added step-by-step until no other variables would make a significant contribution to the prediction equation. For the inclusion of variables in this stepwise 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 creativity and alone account for about 60% (Note:look at R Square change = 0.59967) of the total variance of overall creativity. The table also shows that fig originality together with verbal fluency (Note: R square change: Fig Ori = 0.599 + Verbal Fluency = 0.29 = 0.90) accounts for about 90% of the total variance of overall creativity. The remaining 10% are accounted by the rest of 5 components of fig and verb creativity. Although the 4 components of fig creativity and 3 components of verbal creativity are highly intercorrelated among themselves, fig orig and verbal fluency are the

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Significant Predictor Variables

Figural Originality

Verbal Fluency

Figural Elaboration

Figural Fluency

Verbal Flexibility

Figural Flexibility

Verbal Originality

contributors to overall creativity. Table shows that fig orig is the foremost predictor and verbal originality is the last predictor to be entered suggest that although Bruneian pupil who is creative possesses ideational originality but he is reluctant to verbalise his ideas. This is consistent with the common observation of Bruneian teachers that their pupils are generally hesistant to speak out their own ideas especially if these ideas do not conform to the expectations of their parents and teachers. Small amount of variance from fig and verb flexibility overlap suggest that Bruneian pupils who are creative are not flexible due to education system that is exam-oriented and less on flexibility development of pupils.