Stat Project Essay Example for Free

Stat Project EssayIn order to pick up break through how proteans relates to apiece other and the connections among the multivariate stars, or one brush aside predict the other. I willing film three quantitative covariants or two quantitative variables and one categorical variable on each pairs. I will too use charts of scatter plots lapse and correlation to understand that how one variable affect other two variables. there are six groups below assembly one towering School Percentile (HSP), Cumulative grade point average (grade point average), and issue Composition tick (COMP) a) HSP vs grade point average b) HSP vs COMP c) COMP vs grade point average From graphical record a, we can find out that in that respect is moderate tyrannical line drive blood between HSP and GPA the correlation is 0. 552 the equating of regression is GPA=0. 0163928*HSP+1. 84804 the slope is 0. 0163928 which is authoritative when the prognosticator variable HSP sum up, the response variable GPA withal moderately cast up for instance, when HSP augment by 1, GPA will increase 0. 0163928.From graph b, there is also dim positive liner relationship between HSP and COMP hit the correlation is 0. 357 the par of regression is COMP=0. 069129*HSP+18. 3131 the slope is 0. 069129 which is positive when the prognosticator variable HSP increase, the response variable COMP heaps also decrepit increase for example, when HSP increase by 1, the COMP mark offs will increase 0. 069129. From graph c, there is another lame positive liner relationship between COMP scores and GPA the correlation is 0. 342 the equation of regression is GPA=0. 0524047*COMP+1. 243 the slope is 0. 0524047 which is positive when the soothsayer variable COMP increase, the response variable GPA also faint increase for example, COMP scores increase by 1, the GPA will increase 0. 0524047.Based on the graphs and data which I got, I think there are only a little relation among HSP, COMP scores and GPA. I can find out a student with high HSP, has high GPA and high COMP scores the student with high COMP scores has high GPA. Group Two ACT math score ( math), ACT side score (side) and Cumulative GPA (GPA) a) maths vs GPA ) ENGLISH vs GPA c) ENGLISH vs math From graph a, we can see that there is weak positive liner relationship between MATH scores and GPA the correlation is 0. 307 the equation of regression is GPA=0. 0395427*MATH+2. 12892 the slope is 0. 0395427 which is positive when the predictor variable MATH scores increase, the response variable GPA also weakly increase for instance, when MATH increase by 1, GPA will increase 0. 0395427. From graph b, there is also weak positive liner relationship between ENGLISH scores and GPA the correlation is 0. 45 the equation of regression is GPA=0. 0411408*ENGLISH+2. 11295 the slope is 0. 0411408 which is positive when the predictor variable ENGLISH scores increase, the response variable GPA also weakly increase for example, when ENG LISH scores increase by 1, the GPA will increase 0. 0411408.From graph c, there is moderate positive liner relationship between ENGLISH scores and MATH scores the correlation is 0. 475 the equation of regression is MATH=0. 440334*ENGLISH+13. 2567 the slope is 0. 40334 which is positive when the predictor variable ENGLISH scores increase, the response variable MATH scores also weakly increase for instance, when ENGLISH scores increase by 1, the MATH scores will increase 0. 440334. harmonize to the graphs and data, I can find out a student who has high English score and Math score also has high GPA and the student with high English score has high Math score. Group Three Cumulative GPA (GPA), age ( maturate) and Total Credits Earned ( impute) a) board vs GPA b) credit vs GPA c) AGE vs CREDITSFrom graph a, we can see that there is a weak disallow liner relationship between AGE and GPA the correlation is -0. 103 the equation of regression is GPA=-0. 0240245*AGE+3. 55195 the slope is -0 . 0240245 which is forbid when the predictor variable AGE increase, the response variable GPA will weakly decrease for instance, when AGE increase by 1, GPA will decrease 0. 0240245. From graph b, there is weak positive liner relationship between CREDITS and GPA the correlation is 0. 106 the equation of regression is GPA=0. 00141886*CREDITS+2. 94831 the slope is 0. 0141886 which is positive when the predictor variable CREDITS increase, the response variable GPA also weakly increase for example, when CREDITS increase by 1, the GPA will increase 0. 00141886. From graph c, there is a strong positive liner association between AGE and CREDITS the correlation is 0. 668 the equation of regression is CREDITS=11. 7475*AGE-174. 356 the slope is 11. 7475 which is positive when the predictor variable AGE increase, the response variable CREDITS also strongly increase for instance, when AGE increase by 1, the CREDITS will increase 11. 7475.There are some outliers may affect the correlation. Base d on the graphs and data above, we can find out a student who is older with a litter dismount GPA, but has very higher impute the student with higher credits also has high GPA. Group Four ACT English Score (ENGLISH), ACT Composition Score (COMP) and Age (AGE) a) AGE vs ENGLISH b) AGE vs COMP c) ENGLISH vs COMP From graph a, we can see that there is a weak negative liner relationship between AGE and English scores the correlation is -0. 042 the equation of regression is ENGLISH=-0. 0814809*AGE+24. 469 the slope is -0. 814809 which is negative when the predictor variable AGE increase, the response variable English scores will weakly decrease for instance, when AGE increase by 1, GPA will decrease 0. 0814809. From graph b, there is weak negative liner relationship between ENGLISH scores and COMP scores the correlation is-0. 038 the equation of regression is COMP=-0. 0584814*AGE+24. 6029 the slope is -0. 0584814 which is negative when the predictor variable CREDITS increase, the respo nse variable GPA also weakly increase for example, when AGE increase by 1, the COMP scores will decrease 0. 0584814.From graph c, there is a strong positive liner association between ENGLISH scores and COMP scores the correlation is 0. 843 the equation of regression is COMP=0. 65656*ENGLISH+8. 43327 the slope is 0. 65656 which is positive when the predictor variable ENGLISH scores increase, the response variable COMP scores also strongly increase for instance, when ENGLISH scores increase by 1, the COMP scores will increase 0. 65656. According to the graphs and data above, we can find out a student who is older with a litter lower English and Comp scores the student with higher English score has very high Comp score.Group quintuple Quantitative variables High School Percentile (HSP), Age (AGE) and a categorical variable Sex (SEX) a) HSP vs GPA (both sex) b) HSP vs GPA (males) c) HSP vs GPA (females) From graph a, we can see that there is a moderate positive liner relationship betwe en HSP and GPA the correlation is 0. 552 the equation of regression is GPA=0. 0163928*HSP+1. 8408 the slope is 0. 0163928 which is positive when the predictor variable HSP increase, the response variable GPA will moderate increase.