BA/EC 311 - Quantitative Analysis - Fall 2021

1. Explain the difference between a population and a sample. 

2. What is a nominal scale? Give an example. 

3. Explain the difference between a qualitative and a quantitative  variable. 

Explain the difference between a positive and negative skew.

After you have watched both instructional videos, recreate on your own all of the analyses that were performed in each video. The dataset, Miss Cotton Farmers, is provided below.

Note: You should first save this data file to your desk top or some other location. However, if you open the file in Excel you must close Excel before attempting to load the file into SPSS. If the file is open in Excel, it will not load into SPSS.

After recreating the analyses, cut and paste the four pieces of output (univariate and bivariate analysis, scatterplot and histogram) from your SPSS output file into a word document and submit it here. 

Using the formula, calculate the standard deviations for Exams 1 and 2 provided in the dataset below. You must show your work for each calculation.

Work it out by hand on a piece of paper, scan the paper or make a picture and attach it in a word doc or PDF file. 

Before attempting to work this problem, you should read the PDF file below to review how to interpret a SPSS correlation matrix. 

Using the Alabama Demographics data file provided below, perform a correlation analysis of the following variables:

Average Family Size (avgfmsiz)

Median Age (medage)

Median Income (medinc)

Number of Children Living in Poverty (chldpvt)

Number of People with Less than a 9^th Grade Education (less9)

For each pair of variables that is statistically significant describe the size and direction of the correlation. Using your intuition, do the correlations seem to make sense?

Perform a univariate analysis for each of the variables listed above and test for normality. Round each mean and standard deviation to the nearest whole number, except for the standard deviation for average family size, which you should let equal 0.10.

1. How many children in poverty is the 84^th percentile?

2. What percentage of all average family sizes is between 2.90 and 3.20?

Stop here. We will work the remainder of the problems in class. 

3. What percentage of all average family sizes is less than 2.7?

4. What median income is the 16^th percentile?

5. What percentage of median income lies between 35,827 and 47,327?

6. How many people with less than a 9^th grade education represent the 50^th percentile?

7. Percentage of counties has a median age greater than 40?

8. What rage of median age accounts for 95% of all observations?

The "Trust Scale Development Data" Excel file is below. This is the same data set that was used to develop the cognitive, affective and general trust scales in the PPT slide presentations.

Use this data set and recreate all of the same output for the trust scales that were presented in the PPT slides. Also include the tests for discriminant validity, reliability and the descriptive statistics.  

You should cut and paste the relevant SPSS output into a word doc and then post it on Moodle. 

Group Cohesion at Birmingham-Southern College

You have been hired as an Executive Assistant to Birmingham-Southern College President Daniel Coleman. President Coleman is concerned about student retention at BSC. You seem to remember studying about a construct called Group Cohesion. Basically, group cohesion measures how attractive a group is to its members and the strength of group members’ desires to remain a part of the group. If you think of BSC as being a “group,” and students as members of this group, then understanding the variables that impact group cohesion among BSC students might give insights into the likelihood of student retention.

You have collected data from the survey shown below (the Excel data file “Group Cohes BSC Data” is posted below). The scale was developed to measure two dimensions. The belongingness dimension (highlighted in blue), measures the extent to which group members feel as if they belong in the group. The morale dimension (highlighted in green), measures one’s feelings of enthusiasm as a member of the group.

 ·         Using factor analysis, test each scale separately to provide evidence of construct validity and reliability for the belongingness and morale dimensions of group cohesion.

·         Which questions provide the best scale for each of these two dimensions?

Stop here. Submit a copy of the component matrix that you used and your answer to the question above. We will work the remainder of this problem in class. 

·         Using the two scales that you have identified, can you provide evidence of discriminant validity for these two similar constructs related to these two dimensions of cohesion?

·         Use the scale that you’ve developed to measure these two dimensions and calculate the univariate statistics for each.

·         Write a report that summarizes your findings. Be sure to also include a copy of the SPSS output that you used in your analysis. Cut and paste the relevant SPSS output into a word document along with your report. Submit the file on Moodle.  

 With these questions, we’re interested in knowing how you feel about Birmingham-Southern College. Circle your answer using the scale at the right.

Ugandan Farmers Survey

Instructions: For a consulting project, I was asked to conduct research to understand the factors that would influence the willingness of farmers in Uganda to join a proposed new agricultural cooperative. This assignment is related to that research project. You will find a copy of the survey and the Excel data file posted below.

Problem 1: Refer to Section 1 of the Ugandan Farmer Survey (in the Excel data file, these questions begin with the prefix ECON). These questions were developed to measure the economic benefits of cooperation. This construct was expected to have two dimensions, a cost reduction (efficiency) dimension and a revenue enhancement (effectiveness) dimension. Questions 1 – 5 (highlighted in yellow) were developed to measure the efficiency dimension. Notice how the wording of these questions relate to such efficiency activities as lowering costs, reducing time and making things easier.

Questions 6 – 11 (highlighted in blue) were developed to measure the effectiveness dimension. Notice how the wording of this group of questions all relate to such efficiency activities as finding new markets and customers, growing more crops and increasing revenues.

 ·         Using factor analysis, test each scale separately to provide evidence of construct validity and reliability for the efficiency and effectiveness scales.

·         Which questions provide the best scale for each of these two dimensions?

·         Using the two scales that you have identified, can you provide evidence of discriminant validity for these two similar constructs related to these two dimensions of the economic benefits of cooperation?

Stop here. Submit a copy of the component matrix that you used and your answers to the questions above. We will work the remainder of this problem in class. 

·         Write a report that summarizes your findings. Be sure to also include a copy of the SPSS output that you used in your analysis.

Problem 2: Section 2 of the survey provides questions to measure the construct Willingness to Cooperate, which is defined as a willingness to join and participate in a cooperative organization or endeavor. These questions begin with the prefix WTC.

·         Using factor analysis, provide evidence of construct validity and reliability for the willingness to cooperate construct. 

·         Which questions provide the best scale for this construct?

·         Use the scale that you’ve developed to measure this construct and calculate the univariate statistics.

·         Write a report that summarizes your findings. Be sure to also include a copy of the SPSS output that you used in your analysis.

Problem 3: Section 3 (questions begin with the prefix EMO) and Section 4 (questions begin with the prefix FUN) are intended to measure two separate dimensions of an individual’s bonding network. Bonding networks provide support to people that helps them with the day-to-day issues of their lives. The first dimension, emotional support, refers to whether individual farmers hope to meet others who can provide them with help in time of need. The second dimension, social support, refers to the extent to which farmers would like to meet others with whom they can socialize during their leisure time.

·         Using factor analysis, test each scale separately to provide evidence of construct validity and reliability for the emotional and social support scales.

·         Which questions provide the best scale for each of these two dimensions?

·         Using the two scales that you have identified, can you provide evidence of discriminant validity for these two similar constructs related to these two dimensions of an individual’s bonding network?

·         Use the scale that you’ve developed to measure these two dimensions and calculate the univariate statistics for each.

·         Write a report that summarizes your findings. Be sure to also include a copy of the SPSS output that you used in your analysis.

Problem 4: Section 5 (questions begin with the prefix LEAD). When studying the factors that influence farmers’ willingness to join a new agricultural cooperative, we considered that at least some people might be interested in joining a cooperative because they have a desire to provide leadership. We proposed that these people might demonstrate two distinct leadership traits.

The desire to provide leadership that will empower others in an organization was measured using questions one through four (highlighted in green). The desire to provide leadership in order to share the organization’s values with others was measured using questions five through nine (highlighted in yellow).

·         Using factor analysis, test each scale separately to provide evidence of construct validity and reliability for the empowerment and shared values scales.

·         Which questions provide the best scale for each of these two dimensions?

·         Using the two scales that you have identified, can you provide evidence of discriminant validity for these two similar constructs that are related to these two dimensions of leadership?

·         Use the scale that you’ve developed to measure these two dimensions and calculate the univariate statistics for each.

·         Write a report that summarizes your findings. Be sure to also include a copy of the SPSS output that you used in your analysis.

Problem 5: Among those farmers who desired to become leaders, we were interested in why they wanted to become leaders. Section 6 (questions begin with the prefix MELEAD) examined this issue. We proposed that people who wanted to become leaders could be identified by two distinct motivations. The desire to increase one’s social standing was measured using six questions (highlighted in green) and the desire to serve others was measured using six questions (highlighted in yellow).

·         Using factor analysis, test each scale separately to provide evidence of construct validity and reliability for the social standing and serve others scales.

·         Which questions provide the best scale for each of these two dimensions?

·         Using the two scales that you have identified, can you provide evidence of discriminant validity for these two similar constructs related to these two dimensions of motivation to become a leader?

·         Use the scale that you’ve developed to measure these two dimensions and calculate the univariate statistics for each.

·         Write a report that summarizes your findings. Be sure to also include a copy of the SPSS output that you used in your analysis.

The trust scales that we developed were for the managers of a cotton marketing cooperative called Staplcotn located in Greenwood, Mississippi. (Incidentally, staple cotton is a type of cotton fiber, hence the name of the company). As a part of that research, at the last minute we were asked to develop some questions to measure how members of the cooperative felt about the organization’s marketing programs. Because of time constraints, we were not able to properly develop these questions (like we did for the trust scales). Instead we just asked management to tell us about some of the activities they engaged in that were part of their marketing program. These eight questions are listed below, along with the instructions that were given to the respondents.

Here’s a little background on the Staplcotn cooperative. It is has about 8,000 members in 11 states. In addition to its headquarters in Greenwood, MS, they also operate regional offices in those 11 states staffed by employees known as cotton specialists. 

Because the questions below were not developed based on theory, we really didn’t know what they might measure. With this assignment you’ll need to work backwards. Instead of having theory driven scale items that we know what they are intending to measure, here you’ll need to factor analyze the questions and then see what we appear to have measured.

·         REQUIRED (THE DATA FILE IS PROVIDED BELOW):

·         Factor analyze all of the marketing questions together. Do these questions appear to measure a unidimensional or multidimensional marketing construct? How do you know?

·         How would you describe each dimension? You’ll need to look at the wording of the questions that make up each dimension and see if you can discern what each one seems to be asking that is similar or related to the other questions within the same dimension.  

·         For each scale that you have identified with at least three items, use that scale to measure the construct that you have found (give it the name that you identified above). Calculate the univariate statistics. NOTE: This is an exploratory study, so you shouldn't be concerned about cross-loading.

Stop here. Submit a copy of the component matrix that you used and your answers to the questions above. We will work the remainder of this problem in class. 

·         Write a report that summarizes your findings. Be sure to also include a copy of the SPSS output that you used in your analysis.

Scale to Measure Perceived Importance of Marketing Programs

 INSTRUCTIONS: Many co-ops engage in a variety of activities to provide information and feedback to their members.  In answering these questions, consider how you feel about these activities as they pertain to Staplcotn, rather than your feelings about these activities in general. (Questions were answered using a 7-point Likert-type scale).

MKT1. How do you rate the importance of Staplcotn’s magazine, StaplReview?

MKT2. How do you rate the importance of the grower meetings held in your region?

MKT3. How do you rate the importance of Staplcotn’s office in your region?

MKT4. How do you rate the importance of personal contact with a cotton specialist in your region?

MKT5. How do you rate the importance of the year end financial statement information that Staplcotn provides to you?

MKT6. How do you rate the importance of an annual membership meeting held in Greenwood, MS?

MKT7. How do you rate the importance of having a representative from your region on the Staplcotn Board of Directors?

MTK8. How do you rate the importance of the involvement in your local community by your region’s cotton specialists?

Also at the last minute, we were ask to develop a set of questions to measure how the cooperative members felt their membership had impacted their farm financially and how satisfied they were with their cooperative membership. These questions are provided below. Given time constraints, we were not able to properly develop these questions. Instead, we just used our own judgment in developing the eight questions. Again, you’ll need to work backwards and see if you can figure out from the data analysis what scale these questions are measuring.

·         REQUIRED:

·         Factor analyze all of the PS (performance and satisfaction) questions at once. Do these questions appear to measure a unidimensional or multidimensional construct? How do you know?

·         How would you describe each dimension? You’ll need to look at the wording of the questions that make up each dimension and see if you can discern what each one seems to be asking that is similar or related to the other questions within the same dimension, but different from the questions in the other dimension.  

·         For each scale that you have identified with at least three items, use that scale to measure the construct that you have found (give it the name that you identified above). Calculate the univariate statistics.

·         Write a report that summarizes your findings. Be sure to also include a copy of the SPSS output that you used in your analysis.

Scale to Measure Performance and Satisfaction

INSTRUCTIONS: With these questions, we’re interested in how your membership in Staplcotn has affected the financial performance of your farm and how satisfied you are with your membership in Staplcotn. (Questions were answered using a 7-point Likert-type scale).

PS1. My Staplcotn membership has resulted in increased profits.

PS2. My Staplcotn membership has resulted in increased sales revenue.

PS3. Overall, I am satisfied with the results of my Staplcotn membership.

PS4. Overall, Staplcotn has failed to meet my expectations.

PS5. Overall, I am getting what I bargained for when I joined Staplcotn.

PS6. I have viable alternatives but I have chosen to remain with Staplcotn.

PS7. I would like to leave Staplcotn, but I feel I’m better off staying.

PS8. I wish I could accomplish my objectives without being a member of Staplcotn.

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

DUMMY CODING

The Excel file “Dummy Coding” below contains three different datasets (see the tabs at the bottom of the file to access the different sheets). Provide the proper dummy coding for the categorical variables shown in each sheet.

Sheet #1: A survey recorded respondents’ religious preference.

Stop here. We will work the remaining sets in class. 

Sheet #2: A survey recorded respondents’ gender and division within a company.

Sheet #3: A survey recorded respondents’ immigration status, race and nationality.

You may choose to complete the coding within the Excel. If you do this, you may find it easier to sort the sheet by the variable that you are dummy coding. This will group all of the same categories together. Save the spreadsheet and post it to Moodle.

Alternatively, some students don’t like working in Excel. So if you prefer, you may print each page in the spreadsheet and perform the dummy coding by hand. If you do this, scan your work, or make a picture of it, and post it to Moodle saved as a word doc.

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

ATTITUDES TOWARD ABORTION

You have been hired as a political consultant to determine what effect, if any, religious preference has on voters’ attitudes toward abortion. The variables in your study are:

ATA – a scale to measure an individual’s attitude toward abortion.

RP - Religious Preference (either Protestant, Catholic, Jewish or other).

Load the Excel dataset “ATA Recoded” provided below into SPSS. Note that RP has been dummy coded. 

Conduct a regression analysis that will enable you to answer your research question. 

Stop here. We will work the remaining sets in class. 

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

Corporate Expenses on Marketing and Promotions

You are the Vice President of Marketing for a Fortune 100 company. Your marketing department spends millions of dollars entertaining customers in hopes of increasing sales orders. You are interested in knowing how effective these expenditures have been.

You have requested the following data (which are in the Excel file below):

• EVTNUM – The event number.
• ORDERS – Dollar value of new orders following an entertainment event.
• NFL – Dollars spent entertaining prospective customers at NFL games.
• NASCAR – Dollars spent entertaining prospective customers at NASCAR races.
• FISH – Dollars spent entertaining prospective customers on deep sea fishing trips.

Provide your regression equation. Don't forget to test for multicollinearity! Write a report that summarizes your findings.  

What is the predicted dollar value of new orders if the average amount is spent entertaining customers at all three events? You’ll need to calculate the descriptive statistics to answer this.

At which type of event should you focus your marketing efforts? Why?

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

HOME APPLIANCE SALES

You are the Vice President for Builder Sales for Kenmore appliances. Your job is to oversee the sales program that markets Kenmore appliances to home builders. These builders of course need appliances for new homes that are built. About four years ago, you began a new incentive program to encourage builders to place Kenmore appliances in newly constructed homes. You have collected data to analyze the effectiveness of this program (see Excel file below). The variables in your study are:

Qua – Quarterly data.

Sales – builder sales of Kenmore appliances.

Resales – percentage of home sales that are not new construction.

Incent – percentage of home builders eligible for the Kenmore appliance incentive program.

Income – the median income of families in the study area.

Homeval – the value of new homes that were constructed in the study area.

1. Conduct a regression analysis using Sales as your dependent variable. Incent is your explanatory variable, which you expect to have a positive effect on sales. All of the other variables are control variables. Don't forget to test for multicollinearity! Interpret your findings.

2. What is your opinion of the success of the new incentive program?

3. What are your projected sales if the percentage of home resales and the percentage of home builders eligible for the program are both at average levels? You’ll need to calculate the descriptive statistics to answer this.

4. If the number of home resales increases by 10% from the average, what is the effect on sales of Kenmore appliances?

 Save your work as a word doc and post on Moodle.

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

Employee Tenure by Departments

The president of your company is interested in developing a program to provide incentives to company employees to remain with the firm throughout their career.

The company has 72 employees who work in five divisions (Accounting; Engineering; Production; Marketing; Support). All employees are college graduates who attended either public or private colleges/universities. You also have data that indicates each employee’s gender, the number of years with the company (tenure) and the number of years since completing their college degree (years out).

As a starting point for developing the incentive program, the president has asked you to perform a regression analysis that can be used to predict the number of years an employee has been with the company based on their gender, division, type of college/university and number of years since completing their degree.  The data (contained in the Excel file below) have been recoded as follows:

Type of College: Private=1; Public=0

Gender: Male=1; Female=0

Assume that you have hypothesized direction about the effect that each division will have on tenure. Also, this is an exploratory study so you should relax the requirement for statistical significance of p<.05. You are now willing to accept p<.10.

What is the predicted tenure with the firm for an employee from each division who attended a public college/university 15 years ago? 

What about a private college/university 12 years ago?

Save your work in a word doc and post on Moodle.

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

Group Cohesion at Birmingham-Southern College

In Module 3, you developed a scale to measure two dimensions of group cohesion among students at BSC. The belongingness dimension measures the sense that a group member feels as if they belong in the group. The morale dimension measures one’s feelings of enthusiasm as a member of the group. In addition to these two scales, you also have collected the following data (data are contained in the SPSS file “Group Cohesion BSC” below).

Are you a senior? Yes=1; No=0

How many campus organizations (e.g. sports teams, fraternities, sororities, clubs, etc.) are you a member of?

How many students were in your high school graduating class?

Do you live on campus? Yes=1; No=0

What is your gender? Male=1; Female=0

Test two separate regression models using the two different dimensions of group cohesion as dependent variables. This is an exploratory study so you should accept p<.10 for statistical significance.

Your hypotheses for both models are:

H1: Being a senior will have a positive effect on cohesion.

H2: The size of one’s high school class will have a positive effect on cohesion.

H3: The number of campus organizations will have a negative effect on cohesion.

H4: Living on campus will have a positive effect on cohesion.

H5: Being female will have a positive effect on cohesion.

Write a report that summarizes your findings. Be sure to state which hypotheses are supported and explain why. 

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

REGRESSION ANALYSIS PRACTICE UGANDAN FARMERS

Retrieve the SPSS data set “Regression Practice Ugandan Farmers Data” from Moodle (provided below) and open it in SPSS. This is an exploratory study so you should relax the requirement of p<.05 for statistical significance and accept for significance p<.10. The variables in the data set are:

WTC – Willingness to Cooperate. This variable measures the willingness of these farmers to join a strategic alliance in an effort to maximize the performance of their farming operation.

INTANGIBLE – This variable measures whether these farmers hope to meet someone within the alliance who can provide them with intangible resources, such as knowledge and know-how.

TANGIBLE – This variable measures whether these farmers hope to meet someone within the alliance who can provide them with tangible resources, such as tools and equipment.

SOC – This variable measures whether these farmers hope to meet someone within the alliance who can provide them with emotional support during difficult times.

Collectively, the INTANGIBLE, TANGIBLE and SOC variables measure the social benefits of cooperation.

ECON – This variable measures the expected economic benefits of cooperation.

DEM4 – The age of the farmer.

DEM6 – The farmer’s household size.

Conduct a regression analysis that tests the following hypotheses. You should put all of these variables into one regression model:

H1: The desire for emotional support will have a positive effect on willingness to cooperate.

H2: The desire to share tangible and intangible resources will each have a positive effect on willingness to cooperate.

H3: The desire to realize the economic benefits of cooperation will have a positive effect on willingness to cooperate.

H4: Farmers from smaller households will be more willing to cooperate than farmers from larger households.

H5: Older farmers will be more willing to cooperate than younger farmers.

H6: The effect of the social benefits of cooperation on willingness to cooperate will be about three times the size of the economic benefits.

Discuss your findings. Which of your hypotheses were supported? What is the predicted willingness to cooperate for a farmer of average age from an average household size assuming that all of the other variables are also average (you’ll need to calculate the descriptive statistics)? How confident are you in this prediction? In other words, how much error is in your regression equation?

Save your work as an word doc and post on Moodle.

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

Regression Analysis Practice Econ Social Benefits

Open the SPSS file “Regression Practice Econ Social Benefits Data” found below on Moodle. You are interested in the effects that the economic (ECON) and social (SOC) benefits of cooperation have on the willingness of Ugandan farmers to cooperate (WTC). You also intend to study the effects on WTC of the age of a farmer (DEM 4) and whether farmers sometimes purchase their supplies at a marketplace (DEM 7, dummy coded 1=yes; 0=no). The control variables in your study are:

DEM 3 – size of the farm measured in acres.

DEM 6 – number of people living in a farmer’s household.

Your hypotheses are:

H1: Economic benefits will have a positive effect on willingness to cooperate.

H2: Social benefits will have a positive effect on willingness to cooperate.

H3: The social benefits of cooperation will be greater than the economic benefits.

H4: Age will have a positive effect on willingness to cooperate.

H5: Farmers who sometimes purchase supplies in a marketplace will be less willing to cooperate.

1. Which hypotheses are supported? Explain how you know. To test these hypotheses, you should put all of the variables into one regression model.

2. What is the predicted willingness to cooperate for the average farmer in your study?

3. Consider the oldest and the youngest farmers in the study. How much more must the oldest farmer score on the social benefits of cooperation to have the same willingness to cooperate as the youngest farmer?

4. The economic benefits of cooperation are ____________ times higher than the social benefits of cooperation.

5. Consider a farmer who sometimes purchases supplies at a marketplace and one who does not. How much greater must the economic benefits of cooperation be for the farmer who does not purchase their supplies at a marketplace be to have the same effect on WTC as a farmer who does purchase their supplies at a marketplace?

Save your work as a word doc and post on Moodle.

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

Regression Practice Staplcotn Farmers

A survey was given to a group of farmers who were members of a cotton marketing cooperative and these data are contained in the SPSS file “Regression Practice Staplcotn Data” available below on Moodle. You have been asked by managers of the cooperative to analyze these data and answer the following questions. This is not an exploratory study. Thus, you should use a p value of .05 when conducting your analysis.

1. Management believes that the levels of cognitive, affective and general trust that members of the co-op have for members of management will all have a positive effect on the number of bales of cotton that the members market through the cooperative’s Seasonal Option program (seaop). The trust variables are cognitive (CogMan), affective (AffMan) and general (GenMan).

Run a regression analysis that examines the research question posed by management. Comment on and explain your findings.

2. Management also believes that the extent to which members believe that co-op managers are experienced (Experience) will have a positive effect on participation in the Seasonal Option program. In addition, management thinks that the extent to which members desire to maintain some control over how their cotton is marketed (Control) will have a negative effect on participation in the Seasonal Option program.

Run a regression analysis that examines these two research questions posed by management. You should leave each of the trust variables in your model. Comment on and explain your findings.

3. How do your findings from your analysis in question #2 above change if you add a variable to your model that controls for the size of each farm? Size is measured by the total number of bales of cotton produced. Comment on and explain your findings.

4. What is the predicted level of participation in the co-op’s Seasonal Option program for a farm that produces 1,442 bales in a typical year if the perceived level of co-op managers’ experience is 6.15 and the desire to maintain control equals 3.89?

5. In your answer above, if the desire to maintain control increases by 1.0, what size farm is needed in order for the level of participation in the Seasonal Option program to remain unchanged?

Save as a word doc and post on Moodle.

BA/EC 311 – QUANTITATIVE ANALYSIS

BIRMINGHAM-SOUTHERN COLLEGE

Group Cohesion at BSC - Bonus Points

Refer to the work that you did recently on the Group Cohesion at BSC homework problem and answer the following questions. Each question is worth ten points and there will be no partial credit. There is no need to show your work, just your answer. 

1. What is the predicted score of belongingness cohesion for a senior female who lives on campus and had a high school graduating class of 100? Round your answer to three decimal places.  

2. What is the predicted score of belongingness cohesion for a sophomore male who lives off campus and had a high school graduating class of 650? Round your answer to three decimal places. 

3. How much larger would a junior student’s high school class size need to be in order to have the same belongingness cohesion score as a senior, assuming all other variables are equal? Round your answer to the nearest whole number.

4. How much larger would an off campus student’s high school class size need to be in order to have the same belongingness cohesion score as a student who lives on campus, assuming all other variables are equal?Round your answer to the nearest whole number. 

5. What is the predicted score of morale cohesion for a sophomore who is a member of no organizations and had a high school graduating class of 650? Round your answer to three decimal places. 

6. What is the predicted score of morale cohesion for a senior who is a member of two organizations and had a high school graduating class of 100? Round your answer to three decimal places.

7. Consider the senior student in question 6. How much larger would this senior student’s high school class need to be in order to have the same morale cohesion as a junior, assuming all other variables are equal? Round your answer to the nearest whole number.

8. Again consider the senior student in question 6. How many more campus organizations would this senior student need to belong to in order to have the same morale cohesion as a freshman, assuming all other variables are equal? Round your answer to the nearest whole number.