martial arts benefits analysis
TRANSCRIPT
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Studies With Covariates
ANOVA vs. ANCOVA
andMANOVA vs. MANCOVA
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OverviewOverview To look at using covariates in analysis,
we will look at real data from twostudies.
Study of Childs Self-Concept after MartialArts Training. (Single Dependent Variable)
Study of Neurological treatment on ADHDkids. (Multiple Dependent Variables)
To look at using covariates in analysis,we will look at real data from twostudies.
Study of Childs Self-Concept after MartialArts Training. (Single Dependent Variable)
Study of Neurological treatment on ADHDkids. (Multiple Dependent Variables)
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Hypothesis: That students in a collegestatistics class will retain more fromclassroom presentations if they arebribed.
Approximately 20 students will be given
chocolate in a college statistics class. Results pending
Hypothesis: That students in a collegestatistics class will retain more fromclassroom presentations if they arebribed.
Approximately 20 students will be given
chocolate in a college statistics class. Results pending
Bonus Study!Bonus Study!
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Children in Martial Arts
Study Characteristics
Children in Martial Arts
Study Characteristics Hypothesis: That children will gain positive
self-concept after an 8 week martial arts
program for kids. Children 7 to 12 years of age with no
previous martial arts experience wererandomly assigned to either a treatment
group that attended martial arts classes for aperiod of 8 weeks, or to a control group thatreceived no martial arts training.
Hypothesis: That children will gain positiveself-concept after an 8 week martial arts
program for kids. Children 7 to 12 years of age with no
previous martial arts experience wererandomly assigned to either a treatment
group that attended martial arts classes for aperiod of 8 weeks, or to a control group thatreceived no martial arts training.
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Children in Martial Arts
Study Characteristics
Children in Martial Arts
Study Characteristics Participants were selected from schools in
the north Scottsdale, Arizona area.
The instrument used to measure self-concept and body image was the Piers-Harris Childrens Self-Concept Scale. This
is an 80 question test that is easy to take,administer, and score.
A Pre and Post test was given.
Participants were selected from schools inthe north Scottsdale, Arizona area.
The instrument used to measure self-concept and body image was the Piers-Harris Childrens Self-Concept Scale. This
is an 80 question test that is easy to take,administer, and score.
A Pre and Post test was given.
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Children in Martial Arts
Study Characteristics
Children in Martial Arts
Study Characteristics Data Data
Group 1
No MartialArts Training
Group 2
Martial ArtsTrained
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Children in Martial Arts -
Analysis
Children in Martial Arts -
Analysis First: analysis on the Post test using the
Pre test as a covariate (ANCOVA).
Then: analysis by taking a differencescore between the Pre and Post test forthe treatment and control groups
(ANOVA).
First: analysis on the Post test using thePre test as a covariate (ANCOVA).
Then: analysis by taking a differencescore between the Pre and Post test forthe treatment and control groups
(ANOVA).
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Children in Martial Arts -
ANCOVA
Children in Martial Arts -
ANCOVA The Pretest scores are not significantly
different between groups The Pretest scores are not significantly
different between groups
EstimatesDependent Variable: PRETEST
Mean Std. Error 95% Confidence IntervalGROUP Lower Bound Upper Bound
165
.500 2
.323 60
.706
70.
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4
2 69.714 2.150 65.276 74.153
Descriptive StatisticsDependent Variable: PRETESTGROUP Mean Std. Deviation N1 65.5000 6.73525 122 69.7143 9.00793 14
Total 67.7692 8.16974 26
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Children in Martial Arts -
ANCOVA
Children in Martial Arts -
ANCOVA The following pages are the ANCOVA
Results The following pages are the ANCOVA
Results
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Children in Martial Arts -
ANCOVA
Children in Martial Arts -
ANCOVA The results didnt reject the null
hypothesis (p=.073 level) despite the
differences in the means.
Looking at the graph of Pretest vs. Postwill reveal the ceiling effect.
The results didnt reject the nullhypothesis (p=.073 level) despite the
differences in the means.
Looking at the graph of Pretest vs. Postwill reveal the ceiling effect.
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Children in Martial Arts -
ANCOVA
Children in Martial Arts -
ANCOVAAs the scores
approach the
maximum(80), thedifferences
between thescores areminimized.
As the scoresapproach the
maximum(80), thedifferences
between thescores areminimized.
Pretest Mean
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EstimatesDependent Variable: POSTTEST
Mean Std. Error 95% Confidence Interval
GROUP Lower Bound UpperBound1 59.310 2.131 54.891 63.7292 65.424 2.253 60.752 70.095a Evaluated at covariates appeared in the model: PRETEST= 60.00.
EstimatesDependent Variable: POSTTEST
Mean Std. Error 95% Confidence Interval
GROUP Lower Bound UpperBound1 59.310 2.131 54.891 63.7292 65.424 2.253 60.752 70.095a Evaluated at covariates appeared in the model: PRETEST= 60.00.
Pairwise ComparisonsDependent Variable: POSTTEST
Mean Difference (I-J) Std. Error Sig. 95%Confidence Interval for Difference(I) GROUP (J) GROUP Lower Bound UpperBound1 2 -6.114 3.101 .061 -12.544 .3172 1 6.114 3.101 .061 -.317 12.544Based on estimated marginal meansa Adjustment for multiple comparisons: Least Significant Difference (equivalent to noadjustments).
Pairwise ComparisonsDependent Variable: POSTTEST
Mean Difference (I-J) Std. Error Sig. 95%Confidence Interval for Difference(I) GROUP (J) GROUP Lower Bound UpperBound1 2 -6.114 3.101 .061 -12.544 .3172 1 6.114 3.101 .061 -.317 12.544Based on estimated marginal meansa Adjustment for multiple comparisons: Least Significant Difference (equivalent to noadjustments).
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EstimatesDependent Variable: POSTTEST
Mean Std. Error 95% Confidence IntervalGROUP Lower Bound Upper Bound1 49.570 4.220 40.818 58.3232 58.360 3.725 50.635 66.084a Evaluated at covariates appeared in the model: PRETEST = 50.00.
EstimatesDependent Variable: POSTTEST
Mean Std. Error 95% Confidence IntervalGROUP Lower Bound Upper Bound1 49.570 4.220 40.818 58.3232 58.360 3.725 50.635 66.084a Evaluated at covariates appeared in the model: PRETEST = 50.00.
Pairwise ComparisonsDependent Variable: POSTTEST
Mean Difference (I-J) Std. Error Sig. 95% ConfidenceInterval for Difference(I) GROUP (J) GROUP Lower Bound Upper Bound1 2 -8.789 5.629 .133 -20.463 2.8842 1 8.789 5.629 .133 -2.884 20.463Based on estimated marginal meansa Adjustment for multiple comparisons: Least Significant Difference (equivalent to no adjustments).
Pairwise ComparisonsDependent Variable: POSTTEST
Mean Difference (I-J) Std. Error Sig. 95% ConfidenceInterval for Difference(I) GROUP (J) GROUP Lower Bound Upper Bound1 2 -8.789 5.629 .133 -20.463 2.8842 1 8.789 5.629 .133 -2.884 20.463Based on estimated marginal meansa Adjustment for multiple comparisons: Least Significant Difference (equivalent to no adjustments).
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Pairwise ComparisonsDependent Variable: POSTTEST
Mean Difference (I-J) Std. Error Sig. 95% ConfidenceInterval for Difference(I) GROUP (J) GROUP Lower Bound Upper Bound1 2 -5.311 2.574 .051 -10.648 2.640E-022
15.311
2.57
4.
051 -
2.640
E-02
10.64
8Based on estimated marginal meansa Adjustment for multiple comparisons: Least Significant Difference (equivalent to no adjustments).
Pairwise ComparisonsDependent Variable: POSTTEST
Mean Difference (I-J) Std. Error Sig. 95% ConfidenceInterval for Difference(I) GROUP (J) GROUP Lower Bound Upper Bound1 2 -5.311 2.574 .051 -10.648 2.640E-022
15.311
2.57
4.
051 -
2.640
E-02
10.64
8Based on estimated marginal meansa Adjustment for multiple comparisons: Least Significant Difference (equivalent to no adjustments).
EstimatesDependent Variable: POSTTEST
Mean Std. Error 95% Confidence IntervalGROUP Lower Bound Upper Bound1 62.232 1.739 58.626 65.8382 67.543 1.897 63.608 71.478a Evaluated at covariates appeared in the model: PRETEST = 63.00.
EstimatesDependent Variable: POSTTEST
Mean Std. Error 95% Confidence IntervalGROUP Lower Bound Upper Bound1 62.232 1.739 58.626 65.8382 67.543 1.897 63.608 71.478a Evaluated at covariates appeared in the model: PRETEST = 63.00.
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Children in Martial Arts -
ANOVA/Difference Scores
Children in Martial Arts -
ANOVA/Difference Scores Now to repeat the analysis with
difference scores. Now to repeat the analysis with
difference scores.
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Children in Martial Arts -
ANOVA/Difference Scores
Children in Martial Arts -
ANOVA/Difference Scores The
difference
scores
Thedifference
scores
Mean2=2.571
Mean1=-0.833
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Children in Martial Arts -
ANOVA/Difference Scores
Children in Martial Arts -
ANOVA/Difference Scores This Graph
also
illustratesCeilingEffect atmaximumPre scores.
No where togo butDOWN
This Graphalso
illustratesCeilingEffect atmaximumPre scores.
No where togo butDOWN
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ANCOVA vs. ANOVAANCOVA vs. ANOVA The ANCOVA results were more
significant because there was more
variance in the scores in the Post testcompared to the difference scores inthe ANOVA.
Theceiling effect resulted indifficulty measuring the effects.
The ANCOVA results were moresignificant because there was more
variance in the scores in the Post testcompared to the difference scores inthe ANOVA.
Theceiling effect resulted indifficulty measuring the effects.
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MANCOVA vs. MANOVAMANCOVA vs. MANOVA Now we look at a different data set with
multiple independent variables Now we look at a different data set with
multiple independent variables
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MANCOVA vs. MANOVA
Study Characteristics
MANCOVA vs. MANOVA
Study Characteristics 2 groups-neurological and control
30 children
age 6-15 per group 4 time measures:
Immediate
Delayed
Retrospective Reproduction
Scores on items turned into ratio scores
2 groups-neurological and control
30 children
age 6-15 per group 4 time measures:
Immediate
Delayed
Retrospective Reproduction
Scores on items turned into ratio scores
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MANCOVA vs. MANOVA
Study Characteristics
MANCOVA vs. MANOVA
Study Characteristics ADHD Rating Scales
Parent Total Score
Teacher Total Score MANOVA performed to investigate
whether population means on the timemeasures vary across group
ADHD Rating Scales Parent Total Score
Teacher Total Score MANOVA performed to investigate
whether population means on the timemeasures vary across group
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MANOVA ResultsMANOVA Results- - - P A R T I A L C O R R E L A T I O N C O E F F I C I E N T S- - -
Controlling for.. AGE
CODING SYMBOL BIRTHDAY TOTALFLA ADHDPT
CODING 1.0000 .4862 .2568 .2290 -.0420
( 0) ( 57) ( 57) ( 57) ( 57)P= . P= .000 P= .050 P= .081 P= .752
SYMBOL .4862 1.0000 .2694 .3525 -.1352
( 57) ( 0) ( 57) ( 57) ( 57)
P= .000 P= . P= .039 P= .006 P= .307
BIRTHDAY .2568 .2694 1.0000 .3815 -.2591
( 57) ( 57) ( 0) ( 57) ( 57)
P= .050 P= .039 P= . P= .003 P= .048
TOTALFLA .2290 .3525 .3815 1.0000 -.4745
( 57) ( 57) ( 57) ( 0) ( 57)
P= .081 P= .006 P= .003 P= . P= .000
ADHDPT -.0420 -.1352 -.2591 -.4745 1.0000
( 57) ( 57) ( 57) ( 57) ( 0)
P= .752 P= .307 P= .048 P= .000 P= .
(Coefficient / (D.F.) / 2-tailed Significance)
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Covariate Studies - SummaryCovariate Studies - SummaryANOVA vs. ANCOVA Case (Martial Arts)
In this case we see that ANCOVA is
preferable to ANOVA on difference scoresand it illustrates the ceiling effect
MANOVA vs. MANCOVA Case
Martial Arts Master and KarateInstructor
Cave Creek, Chandler, Mesa,
Scottsdale
ANOVA vs. ANCOVA Case (Martial Arts)
In this case we see that ANCOVA is
preferable to ANOVA on difference scoresand it illustrates the ceiling effect
MANOVA vs. MANCOVA Case
Martial Arts Master and KarateInstructor
Cave Creek, Chandler, Mesa,
Scottsdale