Variables 1 2 3 4 5

1. Gender - .87** .49 .81** -.570

2. Education Level - .87** .97** -.83**

3. Job Satisfaction - -.87** -.95**

4. Income - -.88*

5. Stress level -

Table No. 1

Examining the Relationship between Educational Level, Job Satisfaction, Income and Stress
level (N=100)

Note. *p<0.05, **p<0.01, ***p<0.001 level (2-tailed)

The Pearson Product Moment Correlation indicates that Educational Level demonstrates a

significant positive correlation with Job Satisfaction and Income. These findings indicate that

individuals with higher educational levels tend to report higher levels of job satisfaction and

higher income. Whereas Job Satisfaction exhibits a significant positive correlation with

Educational Level. This suggests that individuals with higher educational levels tend to

experience higher levels of job satisfaction. Furthermore, Income displays a significant positive

correlation with Educational Level and Stress Level. These results suggest that higher

educational levels and higher stress levels are associated with higher income levels. Stress Level

demonstrates a significant negative correlation with Educational Level, Job Satisfaction, and

Income. This indicates that higher stress levels are associated with lower educational levels,

lower job satisfaction, and lower income levels.

Definition

One-Way Independent Measures ANOVA, also known as One-Way ANOVA, is a

statistical analysis technique used to compare the means of three or more independent groups or

conditions on a single dependent variable. It is called "independent measures" because each

participant is assigned to only one group and the groups are independent of each other.

Research Scenario

The effectiveness of three different study techniques (Technique A, Technique B, and

Technique C) was tested among college students. 18 participants with similar previous academic

performance were selected and assigned randomly to 3 groups of 6 members each. Group A was

exposed to Technique A, Group B was made to apply Technique B and Group C participants

used Technique C. Their scores in an exam of 10 marks were later collected. The details of data

are in the following text.

Hypothesis

Technique C is more effective for learning as compared to the other two techniques.

Data

We took a sample of 18 random college students (N=18) which involved both girls and

boys. 6 of these students were assigned Group A and were made to use technique A to learn a

specific course. Similarly 6 others were assigned Group B and used technique B to memorize

content of a specific course and the rest were assigned Group C who used technique C for
learning. Their scores out of 10 on an exam are given as shown by the screenshot of entered data

below.

Independent variable: Technique Type

Dependent variable: Test Scores

One-way Independent Measures Analysis of Variance in Test Scores across Different Technique

Type Groups (N=18)

Variables Technique A Technique B Technique C

(n=6) (n=6) (n=6)

M SD M SD M SD F(2, 15) η2

Test Scores 3.67 1.86 1.83 1.47 7.00 2.53 10.26* .578

Note: *p < .05

Table 2

Pairwise Comparisons of One Way Independent Measures ANOVA through Post-Hoc Test

Pairs 95% CI

MD SE p LL UL

Technique A – Technique B 1.83 1.16 .282 -1.17 4.84

Technique A – Technique C -3.33* 1.16 .029 -6.34 -.33

Technique B – Technique C -5.17* 1.16 .001 -8.17 -2.16

Note. MD= Mean Difference, SE= Standard Error, CI=Confidence Interval, LL=Lower Limit, UL= Upper Limit
 The assumption of homogeneity of variances was found to be assumed, F=1.01, p>.05.

The results of Independent Measures ANOVA show that there were significant differences in the

effectiveness of the three different techniques with large effect size.

For further pairwise comparisons, post-hoc test (Tukey) was done. The results of post-

hoc test for the pair of groups using Technique A and Technique B were found to be non-

significant which showed that the effectiveness of Technique A and Technique B was invariant

or similar whereas the pair of Technique B and Technique C was found to be significantly

different in terms of effectiveness where mean of scores using Technique C was greater than

Technique B. Similarly the pair of Technique A and Technique C was also significantly different

in terms of effectiveness on learning showing that mean of test scores using Technique C was

significantly greater that mean of scores of group using Technique B. So conclusively,

Technique C was found to be more effective as compared to the other two techniques for

learning. Thus our hypothesis was found to be true.

Output Window
ANOVA

Test_Types

Sum of df Mean SquareF Sig.

Squares

Between 82.333 2 41.167 10.263 .002

Groups

Within Groups 60.167 15 4.011

Total 142.500 17