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Pearsons Correlation Coefficient and Spearmans Rho SEE KIN HAI)

1. 2. 3. 4. 5.

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Pearson product-moment correlation coefficient (Spearmans rho) describes the relationship between 2 continuous variables. (variables e.g. score, height, time) Phi-coefficient = correlation between dichotomous (Y/N or right/wrong) or categorical variables (Nominal measure H,M,L or F,M etc). Point-biserial correlation = correlation between a continuous and a categorical variable Spearmans rank-order correlation = a nonparametric measure (Nominal or Ordinal) Coefficient from + 1 to 1, + 0.5 or 0.5 indicate moderate positive / negative relationship between the 2 variables.

Assumptions for Pearsons Correlation 1. Data must be collected from related pairs 2. Scale of measurement should be interval (height/weight) 3. Variable should be normally distributed 4. Relationship must be linear

(marks, temperature) or ratio

PRACTICE: You wanted to find out if there is a significant relationship between mental ability and mathematical ability in children. So you compute Pearsons correlation, a scatter plot and Spearmans rho on scores for the mental ability and mathematical ability of 10 children from the data below. Mental Ability Mathematical Ability 20 80 65 36 47 91 56 79 77 29 70 37 20 90 33 81 56 69 48 78 1. Enter the data in the [Data View] as below.

How to run Pearsons correlation coefficient and Spearmans Rho 1. Select [Analyze] then [Correlate] and [Bivariate] to open the dialogue box below.

2. Move [Mental Ability] and [Maths Ability] into the [Variables] box and click on [Pearson] and [Spearman] and [OK}

How to interpret the results

MA and Maths correlation coef = - 0.811 with 2-tailed p =0.004 . This shows that the correlation is statistically significant with no of cases = 10

Reporting the results

3 1. Correlation between Mental Ability and Maths Ability is 0.81 (2 dp) more than precise for most measurements. 2. The exact significance level is 0.004 so we can report as p < 0.05. 3. It is customary to present the degree of freedom as DF = no of cases 2 = 10-2 =8 4. We can report as : There is a significant negative relationship between Mental Ability and Maths Ability ( r = - 0.81, DF = 8, p < 0.05). Students with high mental ability have lower mathematical ability. How to interprete Spearmans rho

Spearmans Rho between Mental Ability and Maths Ability = - 0.872 with 2-tailed significance level = 0.001 for 10 cases

Reporting the output 1. Correlation between Mental and Maths Abilitites is - 0.872. 2. The probability of achieving this correlation by chance is less than 0.05 (i.e. p < 0.05). 3. There is a statistically significant negative correlation between the mental ability and mathematical ability (rho = - 0.872, DF = 8, p < 0.05). Students with high mental ability tend to be those with lower mathematical ability and vice versa. How to draw a scatter plot diagram of the correlation 1. Select [Graphs] then [Legacy Dialogs] and [Scatter / Dot..] to open the dialogue box below. 2. Select [Simple Scatter] and click [Define]

4 To open the sub-dialogue box. Move [Mental Ability] into [Y-axis] box and [Maths Ability] into [X-axis] box then [OK]

Interpreting the output 1. In this scattergram, the scatter of points is relatively narrow indicating high correlation. 2. The slope of the scatter lies in a relatively straight line indicating a linear relationship not curvilinear. 3. The line moves in a negative slope indicating a negative correlation. 4. If the relationship is curvilinear, then Pearsons and Spearmans correlations may be misleading.

The followings are some of the plots

+1

-1

Curvilinear Relationship

Reporting the output 1. Never report a correlation coefficient without examining the scattergram first for curve relationships or outliers. 2. You can include graphs in your Research Exercise.

7 3. Report: A scattergraam of the relationship between mental ability and mathematical ability was examined There was no evidence of a curvilinear relationship or undue influence of outliers.

COURSEWORK A biology teacher wanted to convince her Sixth Form class students that spending too much time watching TV will have a negative effect on their monthly academic performance in Biology. She claimed that the longer the time they spent in watching TV per week, the lower will be their scores. She randomly selected 20 students as a sample from her class. The results are shown below.

Using Pearsons correlation coefficient, a scatter plot and Spearmans rho on the results above to explain her claim.