Practice Question 1:
Group Statistics
Q5.GENDER N Mean Std. Deviation Std. Error Mean
WLB Male 152 4.9329 1.33876 .10859
Female 153 4.8889 1.42937 .11556
Independent Samples Test
Levene's Test for Equality of
Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed)
WLB Equal variances assumed .914 .340 .277 303 .782
Equal variances not
.278 301.955 .782
assumed
WLB = Work Life Balance
Do females and males have different perceptions regarding work life balance?
Step 1: H0: Females and males do not have different perceptions regarding work life balance.
Step 2: H1: Females and males do have different perceptions regarding work life balance
Step 3: Independent T-test is conducted
S4: Critical significance value = 0.05
S5: Decision Rule
If the calculated significance (SPSS output) <0.05, the null hypothesis is rejected
S6: The p-value being 0.340 > 0.05, we choose the value from the first row (equal variance assumed)
to compare with 0.05, the value is higher than 0.05.
S7: we fail to reject the null hypothesis. It can be concluded that males and females do not have
different perception regarding work life balance.
S8: We cannot draw any conclusion from these finding. It is suitable for us not to give any
recommendation which are not based on statistical evidence. The company should not create any
campaign suggesting females and males have different perceptions regarding work life balance
Practice Question 2:
Descriptive Statistics
Mean Std. Deviation N
WLB 4.9108 1.38285 305
WFC 3.9443 1.42641 305
Correlations
WLB WFC
WLB Pearson Correlation 1 -.608**
Sig. (2-tailed) .000
N 305 305
WFC Pearson Correlation -.608** 1
Sig. (2-tailed) .000
N 305 305
**. Correlation is significant at the 0.01 level (2-tailed).
WLB = Work Life Balance
WFC = Work Family Conflict
Does Work life balance influence the work family conflict?
S1: H0: there is not any correlation between work life balance and work family conflict
S2: h1: there is an correlation between work life balance and work family conflict
S3: Correlation test is used
S4: Critical significance value = 0.05
S5: Decision Rule
If the calculated significance (SPSS output) < 0.05, the null hypothesis is rejected
S6: The p-value (0.000) is less than 0.05
Pearson correlation = -0.608
S7: the null hypothesis is rejected. It can be concluded that there is an correlation between work life
balance and work family conflict. The Pearson correlation illustrates the negative and moderate
correlation between wlb and wfc.
S8: It is recommended that in order to increase wlb, the wfc should be decrease by multiple
methods such as self managed
Practice Question 3:
Descriptives
SS
N Mean Std. Deviation Std. Error
NSW 128 4.7922 1.38437 .12236
VIC 90 4.8178 1.33666 .14090
QLD 40 4.6650 1.14255 .18065
SA 27 4.7111 1.15603 .22248
WA 17 4.7529 1.16732 .28312
TAS 1 6.2000 . .
ACT 2 4.0000 .00000 .00000
Total 305 4.7731 1.30018 .07445
ANOVA
SS
Sum of Squares df Mean Square F Sig.
Between Groups 4.036 6 .673 .393 .883
Within Groups 509.864 298 1.711
Total 513.900 304
SS = Supervisory Support
RQ: Do different groups of … have different perspective towards SS?
S1: H0: Different groups of do not have different perspectives towards SS.
S2: H1: Different groups of do have different perspectives towards SS.
S3: S4: Critical significance value = 0.05
S5: Decision Rule
If the calculated significance (SPSS output) < 0.05, the null hypothesis is rejected
S6: The p-value (0.883) > 0.05
S7: the null hypothesis is accepted. It is concluded that Different groups of do not have different
perspectives towards SS.
S8: We cannot draw any conclusion from these finding. It is suitable for us not to give any
recommendation which are not based on statistical evidence.
Practice Question 4:
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
Q9.EDUCATION LEVEL *
305 100.0% 0 0.0% 305 100.0%
NESB
Q9.EDUCATION LEVEL * NESB Crosstabulation
NESB
NESB English Speaking Total
Q9.EDUCATION LEVEL Year 10 or below Count 2 8 10
% within Q9.EDUCATION
20.0% 80.0% 100.0%
LEVEL
Year 11 or 12 Count 12 40 52
% within Q9.EDUCATION
23.1% 76.9% 100.0%
LEVEL
Diploma or certificate from a Count 19 44 63
college or TAFE incl % within Q9.EDUCATION
30.2% 69.8% 100.0%
LEVEL
Degree or diploma from a Count 51 73 124
university % within Q9.EDUCATION
41.1% 58.9% 100.0%
LEVEL
Postgraduate degree Count 27 29 56
% within Q9.EDUCATION
48.2% 51.8% 100.0%
LEVEL
Total Count 111 194 305
% within Q9.EDUCATION
36.4% 63.6% 100.0%
LEVEL
Chi-Square Tests
Asymp. Sig. (2-
Value df sided)
Pearson Chi-Square 10.784 a
4 .029
Likelihood Ratio 11.081 4 .026
Linear-by-Linear Association 10.517 1 .001
N of Valid Cases 305
a. 1 cells (10.0%) have expected count less than 5. The minimum
expected count is 3.64.
Symmetric Measures
Value Approx. Sig.
Nominal by Nominal Phi .188 .029
Cramer's V .188 .029
Contingency Coefficient .185 .029
N of Valid Cases 305
NESB = Non-English Speaking Background
RQ: Do educational levels have any associations with NESB?
S1: H0: There is not any association between educational levels and NESB
S2: H1: There is an association between educational levels and NESB
S3: Chi-squared test is conducted
S4: Critical significance value = 0.05
S5: Decision Rule
If the calculated significance (SPSS output) < 0.05, the null hypothesis is rejected
S6: The p-value (0.029) <0.05
S7: The null hypothesis is rejected. It can be concluded that. There is an association between educational levels and NESB. In details, the English speaking
accounted for larger percentage than NESB in each educational level. University diploma made up the largest percentage in both categories of NESB
