This document contains an exam with 4 questions that analyze the impact of various factors on students' language arts skills through multiple regression analyses. Question 1 examines the impact of student interactions with peers. Question 2 adds gender as a factor. Question 3 adds participation in an arts program. The regressions show that student interactions and gender significantly impact skills, but the arts program does not. Question 4 concludes the arts program is not a significant predictor of improvement, but interactions and gender are, though gender alone cannot determine significance.

1. Mid-term Exam
Intermediate Statistics
Summer, 2009
Dr. Walker
Michael Parent
Cohort XII, Ed.D
51 Harrison Street
Boonton, NJ 07005

2. Question 1
This simple regression examines the impact of teacher assessment of students’
interactions with peers (the independent variable) on students’ language arts skills (the
dependent variable) in grades 4 and 5. The r-squared value of .010 indicates that 1% of
the variance in language arts can be accounted for by students’ interactions with peers.
The results from the first regression output indicate that students’ interactions
with peers has some impact on students’ language arts skills (Beta = .100; t value=
72.10; level of significance = .029). The level of significance (.029) is significant and
suggests that students’ interaction with peers does have a significant impact on language
arts skills.
Question 2
This multiple regression examines the impact of two independent variables
(student interactions with peers and gender) on students’ language arts skills (the
dependent variable) in grades 4 and 5. The r-squared value of .029 indicates that 2.9% of
the variance in language arts can be accounted for by student interactions and gender.
The results from multiple regression output indicate that student interactions with
peers, when combined with gender, has some impact on students’ language arts skills
(Beta = .096; t value= 2.099; level of significance = .036). The level of significance
(.036) is significant and suggests that student interactions with peers does have a
significant impact on language arts skills.
The results from multiple regression output also indicate that gender, when
combined with student interactions with peers, impacts students’ language arts skills

3. (Beta = .146; t value= 3.178; level of significance = .002). The level of significance
(.002) is significant and suggests that a student’s gender does have a significant impact
on language arts skills.
Questions 3
This multiple regression examines the impact of three independent variables
(student interactions with peers, gender, and student participation in the Arts Intervention
Program) on students’ language arts skills (the dependent variable) in grades 4 and 5. The
r-squared value of .036 indicates that 3.6% of the variance in language arts can be
accounted for by student interactions with peers, gender, and student participation in an
arts intervention program.
The results from multiple regression output indicate that student interactions with
peers, when combined with gender and student participation in an arts intervention
program, has some impact on students’ language arts skills (Beta = .102; t value= 2.202;
level of significance = .028). The level of significance (.028) is significant and suggests
that student interactions with peers does have a significant impact on language arts skills.
Model two of this multiple regression examined gender combined with student
interactions with peers and student participation, and it’s impact students’ language arts
skills (Beta = .140; t value= 3.041; level of significance = .002). The level of
significance (.002) is significant and suggests that a student’s gender does have a
significant impact on language arts skills.
Model two of this multiple regression examined student participation in an arts
intervention program combined with student interaction and gender, and it’s impact on

4. students’ language arts skills (Beta = .049; t value= 1.058; level of significance = .290).
The level of significance (.290) is not significant and suggests that a student’s
participation in the arts intervention program does not have a significant impact on
language arts skills.
Question 4
Based on the regression outputs, one can conclude that the arts intervention
program is not significantly beneficial to improving students’ language arts skills. Better
predictors of student improvement in language arts are gender and the level of student
interaction in the classroom. However, one cannot determine (through these outputs) if
being a male has any greater significance than does being a female.